Technical Support for Integrating Information and Communication Technology in Secondary Schools in South Africa: Teachers’ Perspective
Folake Modupe Adelabu 
& Ntombentle Nomhlangano Grace Fumba
Issue: Vol.6 No. 9 2025 Article 10 pp.842 -854
DOI : https://doi.org/10.38159/jelt.20256910 | Published online 29th September, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Effective technical support is an essential component of the ICT whole-school approach. Additionally, studies have demonstrated that teachers’ usage of ICT in the classroom is influenced by the technical support that schools offer. The study’s goal was to determine how teachers feel about technical assistance for integrating Information and Communication Technology (ICT) in secondary schools. A qualitative case study research methodology was used in the investigation. The Unified Theory for Acceptance and Use of Technology (UTAUT) model serves as the theoretical foundation for the research. This study covered three schools. Three (3) principals and twenty-seven (27) teachers took part in the study. The participants were given an open-ended questionnaire to get their opinions on the technical assistance for incorporating ICT into their schools. The study’s data was subjected to a thematic analysis. According to the data, two out of three schools obtained technical support staff, whereas only one school did not. The findings also showed that schools’ computers needed to be fixed by professionals. Thus, the study concluded that problems with technical support, improper upkeep of ICT resources, and a lack of subject-area computer programming hampered schools’ attempts to incorporate ICT into teaching and learning. According to the result, it is recommended that schools should receive technical ICT support from the Department of Basic Education (DBE), and ICT resources should receive regular and sufficient maintenance. The study contributes to the literature by showing the importance of technical support in integrating ICT in the school for the maintenance of technological equipment.
Keywords: Information and Communication Technology, integration, technical support, ICT resource maintenance, teaching and learning
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Folake Modupe Adelabu is a senior lecturer and researcher at Walter Sisulu University. She has expertise in educating and supervising undergraduate and graduate students. Higher education, education transformation, education technology, mathematics education, and the use of technology in teaching and learning were the main areas of her research interests. In addition to publishing papers in peer-reviewed journals and supervising postgraduate students, she has also written book chapters for volumes of books.
Ntombentle Nomhlangano Grace Fumba is a PhD candidate at Walter Sisulu University. She is a lecturer in the same institution’s faculty of Education under the Business Management Education department. She is a novice researcher who is enthusiastic to exchange experiences and ideas with other researchers.
Adelabu, Folake Modupe , and Ntombentle Nomhlangano Grace Fumba. “Technical Support for Integrating Information and Communication Technology in Secondary Schools in South Africa: Teachers’ Perspective.” Journal of Education and Learning Technology 6, no. 9 (2025): 842 – 854. https://doi.org/10.38159/jelt.20256910.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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