The South African government has emphasised the importance of ICT in education in the country, committing significant resources to the rollout of infrastructure and the provision of devices and educational materials. Providing access to devices has made some change, but a 2023 systematic review published in the South African Journal of Education, Identifying the factors impacting the uptake of educational technology in South Africa, considers the factors that actually determine whether educational technology takes root in a school.
The research identifies five interconnected factors: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and supportive leadership and management.
The research offers some insight for corporate social investment (CSI) practitioners. Many well-intentioned technology donations stall because the broader ecosystem needed to support them is absent. Unreliable electricity, a lack of on-site technical support, and educators who lack confidence in using the available tools can hamper successful CSI efforts.
The findings point to three priorities particularly relevant to CSI programme design. First, educator training needs to go beyond basic technical skills to focus on how to teach with technology, not just how to use it. Second, school leadership matters enormously. Principals who champion EdTech create an environment where it can genuinely flourish. Finally, learner confidence with technology is as important as access to it.
Read the full study, Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review for an in-depth assessment of the foundational building blocks to building a successful ICT in education programme.
