Integration of ICT in schools: Context-Aware ICT Appropriation (CAIA) model

Abstract

The integration of Information and Communication Technology (ICT) into South African schools is problematic due to access inequalities. This study investigated the dynamics of access to and use of ICT in the context of the COVID-19 pandemic. The qualitative study used a phenomenological approach based on a posthuman philosophical framework and used the Actor-network theory (ANT) as a methodological approach to educational technology. Van Dijk's cumulative access model, combined with Jansen's dimensions of digital inequality, was employed as a theoretical and conceptual framework. ANT was used to identify the various actors involved in the process, to examine their interactions, to understand the use of technology, and to assess their integration into educational practices. The study confirms that access does not follow a simplistic linear progression of continuous phases and proposes the Context-Aware ICT Appropriation (CAIA) model that encompasses a broader contextual approach. This research supports the need for a more complex and nuanced understanding of the multifaceted concept of access to ICT, which more accurately reflects how teachers actively interact with technology in an increasingly technology-driven society. The study has contributed to the theoretical and practical aspects of the field and laid the foundations for future research. It is essential to assess the practical effectiveness and capacity of the CAIA model to overcome the limitations of isolated technology interventions. The researcher advocates for future studies to evaluate the applicability and efficacy of the proposed CAIA model in the real world.