Original Research

Capability approach on pedagogical use of ICT in schools

Agnes Chigona, Wallace Chigona
The Journal for Transdisciplinary Research in Southern Africa | Vol 6, No 1 | a117 | DOI: https://doi.org/10.4102/td.v6i1.117 | © 2010 Agnes Chigona, Wallace Chigona | This work is licensed under CC Attribution 4.0
Submitted: 02 March 2016 | Published: 04 April 2010

About the author(s)

Agnes Chigona, Department of Information Systems, University of Cape Town, South Africa
Wallace Chigona, Department of Information Systems, University of Cape Town, South Africa

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The use of Information Communication Technologies (ICTs) for enhancing pedagogical activities has enormous potential to raise s tandards and increase educators ’ and learners ’ capabilities. However, research and anecdotal evidence in South Africa show that there is a low adoption rate of ICT among educators in schools and, in cases where the technology has been adopted, the impact has not been optimal. This qualitative study analyses the factors which prevent educators from using ICTs in their pedagogy. The perspectives of limited access and/or use of ICT as deprivation of capabilities provide a conceptual base for this paper. Sen’s Capability Approach has been used as a conceptual lens to examine the educators’ situation regarding integration of the technology in their pedagogy. Face-to-face interviews, with fourteen educators and two Khanya personnel, were used to gather data for the study. The findings show that personal, social and environmental factors are hindering the educators from realising their potential capabilities from the ICTs available in their schools. For effective use of the technology in the classrooms, the educators need to be equipped with Technological Pedagogical Content Knowledge.


educator; Capabil ity Approach; technology; conversion factors; pedagogy


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Crossref Citations

1. European Teachers’ Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies
Mehmet Fatih Baris
European Journal of Educational Research  vol: volume-5-201688  issue: volume4-issue4.html  first page: 149  year: 2015  
doi: 10.12973/eu-jer.4.4.149