In this section, I address the intellectual puzzle and reflect on the contributions I initially set out to make in this thesis. The aim of this research was to contribute to: (a) an understanding of TVET educators’ experiences, views, attitudes, and assumptions toward using ICT for teaching and learning; (b) an understanding of the extent to which TVET educators accept, reject and use ICT in their institution(s); (c) the conceptualisation of best practices to introduce ICT tools in TVETs. My study of ICT symbolism in education builds on influential research (Prasad, 1993, Michalski, 2013;
Van Zyl, 2013) that employed symbolic interactionism as a theoretical and conceptual framework to analyse technological encounters. This study further draws from some leading research (Collier & Collier, 1986; Hall et al., 2007; Parker, 2009:9; Van Auken et al., 2010) that used photo-elicitation as a methodology to interpret and analyse meaning. The use of symbolic interactionism and photo-elicitation in this study significantly contributes to a renewed understanding of ICT adoption in education.
The interpretation of meaning in respect of technological encounters was positioned within the context of theories described by Blumer (1969:6-16) in his six root images of symbolic interactionism. The following findings were revealed within this context:
Human group life: Symbolism shared by educators in the TVET environment shapes and results in reciprocal meanings of technology. Findings suggest that educators experience similar benefits and frustrations.
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Nature of social interaction: Educators alter or revaluate their perspective of technology, depending on the nature of social encounters with others. The nature of support educators receive with their ICT difficulties influences and may change their (positive or negative) perspectives and use of technology.
Nature of objects: The extent to which educators assign meaning to ICTs are profound. For example, “symbolism of anthropomorphism” (Prasad, 1993:1420) exists in educator meaning making. As mentioned, this finding is rather unconventional in symbolic interactionism.
The human being as an acting organism: Educators seem to exhibit multiple identities to make sense of their technological beliefs and meanings. They define themselves within the particular role of a student. Students’ technology needs and desires to an extent reflect their own, as they ultimately want to use technology to better the quality of education for students.
Nature of human action: Educators’ view of ICT results in the performance of various acts and actions to exhibit meaning. The type of scenarios or events they photographed, and their interpretation of them, are representative of the actions they perform to express their diverse views and meanings.
Interlinkage of action: I used the ICT user types of Birkland (2013) to contextualise the existence of specific technology user types in education. I argued that educators of the same user type have similar ICT behavioural traits and beliefs. On the contrary, the examination of differences between different user types also highlighted the diversity of interactions and meanings that exists among educators.
In addition to symbolic interaction, the following three principles of photo-elicitation (Van Auken et al., 2010:373-388) grounded efforts to meaningfully interpret and uncover meaning:
Minimisation of power relations and researcher bias: Photo-elicitation empowered educators during the data collection process by allowing them to be the authors of their own story. I was not present during the photography phase. Therefore,
“participant led visual data production” naturally took place without the researcher’s presence (Mannay, 2013).
Elicitation of rich and different information: At first glance, I unexpectedly made an incorrect analysis of some participant photos. Figure 30 is an example: When I first looked at the photo, I expected Cleopatra (TVET2) to provide an anecdote that relates to a positive belief, experience or use of technology. I was surprised to learn the contrary; she narrated an unhappy experience she had with ICT! What makes the construction and interpretation of meaning even more complex is her first words,
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“I evidently had a bad day with internet speed”. This excerpt and the use of the word
“evidently” especially indicate that she considers the photo to be a clear expression of her bad experience. For me, this picture and corresponding response, is a representation of unexpected, different and rich data that photo-elicitation might produce.
Effectively involve participants in activities related to educational development in their environment: As mentioned, government and institutions can use the findings presented in this thesis in the development of evidence-based policies in ICT intervention. In that sense, participants’ involvement in this research is meaningful because they contribute to this development. Many of the participants informed me that they hope this thesis will somehow bring improvement concerning technology in their institution, hence their reason for volunteering to participate: “For me, the objective of your research is to determine where change is needed, where does frustration occur, where is improvement needed?” (Desdemona, TVET2).
Figure 30: Cleopatra- “No speed”
I evidently had a bad day with internet speed. I struggled to download stuff from YouTube. I walked pass this smiley face and turned it around and took a picture of it. I was unhappy about this speed that did not work for me. So it is actually an unhappy face!
The findings in relation to the frameworks of symbolic interactionism and photo- elicitation permitted me to better understand and address the intellectual puzzle.
Specifically, educators’ symbolic (and visual) narratives allowed me to:
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Show that implementers can use the educators’ appreciation for technology to improve ICT adoption. Conversely, they should also be aware that limited ICT support and literacy rates among educators hampers successful adoption.
Challenge beliefs of government and institutional management that large funding for ICT innovation results in “satisfied” educators who will successfully adopt to ICT.
The findings of this thesis suggest that funding is misplaced. If educators are approached directly to find out where ICT innovation will significantly improve teaching and learning practices, funding can be directed appropriately.
Consequently, ICT adoption will improve.
To argue that educators challenge government to fulfil promises of technological innovation to better the overall academic experience. This suggests that educators will adapt to technology if government can manage to deliver ICT goals they set out in policymaking documents.
Highlight how educators are well aware of the digital divide in the South African Higher Education context. Educators are curious why technology other institutions implement is not made available in their institution. This finding also suggests that educators are willing to adapt to technology if it is made available.
Show that the digital divide does not only relate to the technological haves and have-nots, but that it also relates to macro and meso factors such as a government or an educational institution’s ability to provide sufficient electricity to power its technology. Consequently, educators doubt the effectiveness of technology due to potential electricity limitations that might constrain its operability. In this case, effective ICT adoption is hindered, as educators prefer traditional methods.
Reveal that educators do not accept or easily give in to technological setbacks, but are resilient in overcoming problems. Again, government and institutional management can build on such perseverance to improve ICT adoption.
The above mentioned findings stem from participant meanings of educational ICT. The meanings discussed in this research can guide the local and national government to draft policies that might improve the uptake of technology. I consider this essential, as the government’s main goal is to develop South Africa’s information society by improving ICT literacy rates in Higher Education. An argument central to this study is that implementers should not introduce technology to educators without proper understanding of the symbolic meanings that they ascribe to ICT. These meanings ultimately transpire in ICT adoption and use. An initiative by policymakers to understand the multiple symbolism of ICT among educators will have an outcome of greater inclusion of educators in ICT planning. Such a strategy will inspire educator confidence in governmental ICT initiatives. This might lead to
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educators that are more willing to embrace technology for teaching and learning. Finally, within the symbolic interactionism framework, I shed light on the matter of adoption, and contributed to the development of theories and best practices for the introduction of ICT tools in TVETs.