The digital divide at three disadvantaged secondary schools in Gauteng, South Africa
Grasia Chisango, Newlin Marongwe
Abstract
In this study, we aimed to explore the extent of the digital divide at three quintile 1 secondary schools in Sedibeng West, Gauteng, South Africa. The rapid diffusion of information and communication technology (ICT) has changed the education sector along with others in societies around the globe. Technology, and, in particular, the internet, has affected, for instance, the ways in which learners communicate with teachers, learn, and work. With the advent of the internet, teaching and learning is no longer confined to classrooms. However, the digital divide, exposed by the closing of schools because of Covid-19 has now become more apparent. We collected data from 48 teachers and 3 school principals through focus group discussions and in-depth face-to-face interviews, respectively. We conclude that the three schools whose principals we interviewed, suffer from the inadequacy of ICT that creates digital, information, and knowledge divides between schools of different quintiles. Furthermore, these schools cannot run online classes during school closures related to Covid-19. We recommend training teachers and learners on how to use technology in teaching and learning since this would help to overcome difficulties during the Covid-19 pandemic.