Conceptual Framework for ICT Integration in Rural Secondary Schools in South Africa

The South African basic education faces many disparities and challenges. The schooling sector is made up of both private and government schools. The use of technology in South African public schools is very limited, in some cases, non-existent or at best avoided. This paper focused on rural secondary schools that are in the King Cetshwayo District Municipality (KCDM) which is made up of the following municipalities Mbonambi: uMhlathuze, Ntambanana, uMlalazi, Mthonjaneni, and Nkandla. The paper looked at how a framework that could address the integration of ICTs for teaching and learning in rural secondary schools. The Technology Acceptance Model (TAM) and The Interactive Model of Communication were used to conceptualise this qualitative research. The framework that was graphically designed comprise three states: The Current, the Desired and the Future states for ICT usage were developed. This framework could provide both rural secondary and schools in general, a process for developing a sustainable process for using ICT for teaching and learning. The research recommends future research on how the use of Artificial Intelligence (AI) will advance teaching and learning in public schools.