The digital divide at three disadvantaged secondary schools in Gauteng, South Africa

Keywords: digital divide, Covid-19, secondary schools, disadvantaged communities, South Africa

Abstract

The study aimed at exploring the extent of the deepening digital divide at some disadvantaged secondary schools in Sedibeng West, Gauteng Province of South Africa propelled by the Covid-19 pandemic. The rapid diffusion of the information and communication technology (ICT) has changed societies around the globe, including the education sector. Not only technology has affected, for instance, the way teachers and students communicate, learn and work but also the outbreak of Covid-19 across the globe. With the advent of the internet, teaching and learning is no longer confined to classroom walls. However, the reality of the digital divide exists, more especially now, exposed by the presence of Covid-19. Data were collected from 48 teachers and three school principals, through focus group discussions and in-depth face-to-face interviews, respectively. This study concludes that inadequate ICT to some teachers and learners creates digital, information and knowledge divides at schools. Furthermore, these schools cannot run online classes during this wave of the Covid-19 as reported on the media that teaching and learning will resume online. The paper recommends training of teachers and learners on how to use technology in teaching as this would help in uncertain times like the Covid-19 period.

Author Biography

Grasia Chisango, Walter Sisulu University

Department of Curriculum Studies, Lecturer

Published
2021-03-30
Section
Research Articles