Educators’ motivation on integration of ICTs into pedagogy: case of disadvantaged areas
This paper investigates factors that motivate educators to use Information Communication Technologies (ICTs) in schools in disadvantaged areas. The study employed Herzberg’ Motivation–Hygiene theory to guide the process of understanding the factors that motivate or demotivate educators when using the technology for teaching and learning. Qualitative research approach was used to gather and analyse information from educators from randomly sampled schools located in disadvantaged areas in the Western Cape. The study has shown that educators’ motivation to use technology for curriculum delivery could be impacted by satisfaction derived from using the ICTs, individual expectations, responsibility and a sense of achievement experienced when using the technologies.
Keywords: curriculum delivery, disadvantaged areas, educators, ICT, motivating factors
If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa.
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.