International Journal of Sport, Exercise and Health Research 2018; 2(1): 88-92 DOI:10.31254/sportmed.2103
Factors affecting ICT integration in the Teaching and Learning of Physical Education in South Africa: A Case of Johannesburg East Cluster Primary Schools in the Gauteng Province
Balume Amstrong Dube1 , Edmore Nhamo1 , Simbabrashe Magonde1
1. Department of Physical Education and Sport, Faculty of Science and Technology, Zimbabwe Open University, Zimbabwe
*Author to whom correspondence should be addressed.
Received: 16th January, 2018 / Accepted: 7th March, 2018
Background: The adoption and subsequent utilization of information and communication technology (ICT) has revolutionized the pedagogic environment in the modern world. Despite the extensive acceptance and utilization of ICTs in the education and training discourse it appears there is low adoption and underutilization of ICT in the field of Physical Education (PE) pedagogy which is regarded as the basic foundation of sport. Aim: The primary aim of this research was to empirically examine the critical factors that impede the utilization of ICT in the discipline of PE pedagogy as an important curriculum subject in primary schools in Johannesburg East Cluster in the Province of Gauteng (South Africa). Materials and Methods: The quantitative approach, utilizing the descriptive survey design was adopted in order to address the research questions. The study utilized a questionnaire as a data collection instrument. The questionnaire contained closed questions and was designed to investigate the factors causing the low utilization of ICT in the teaching of PE. A sample of 217 PE teachers was randomly selected from a population of 1 768 teachers that teach in the Johannesburg East cluster of schools. A sample of 217 PE teachers was randomly selected from a population of 1 768 teachers that teach in the Johannesburg East cluster of schools. Statistical Analysis: Data analysis consisted of simple statistical analysis which resulted in the identification of frequencies and percentages, which reflected the perception of PE teachers who were surveyed on the topic in question. Results: The study established that while primary school teachers have access to adequate ICT hardware, poor training, negative attitudes, lack of PE specific ICT training, lack of PE specific ICT software and teachers computer self-efficacy are the major factors negatively affecting the adoption and utilization of ICT in Physical Education pedagogy in Johannesburg East Cluster in Gauteng province of South Africa. Recommendations: The study recommends that in addition to the ICT hardware already provided the South African department of education should also provide PE specific ICT training and PE specific ICT software to its teachers as well as address the negative attitudes and self-efficacy issues of PE teachers.
ICT, Teaching, Physical Education, Sport, Primary schools, Gauteng province, South Africa
