Using Actor Network Theory to Understand ICT Integration in Secondary Schools: A Case of Mozambican Schools

The aim of this study is to understand the effective implementation and use of technology in secondary schools in Mozambique, a developing country. Actor network theory (ANT) was used as a lens to understand technology integration in the education system as a package, in which the mutual dependence...

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Bibliographic Details
Published inInternational journal of technology and human interaction Vol. 17; no. 4; pp. 58 - 74
Main Authors Govender, Irene, Ginger, Lucia
Format Journal Article
LanguageEnglish
Published Hershey IGI Global 01.10.2021
Subjects
Actor-network theory
Analysis
Collective action
Developing countries
Education
High schools
Infrastructure
LDCs
Qualitative analysis
Secondary schools
Technology application
Mozambique
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Summary:The aim of this study is to understand the effective implementation and use of technology in secondary schools in Mozambique, a developing country. Actor network theory (ANT) was used as a lens to understand technology integration in the education system as a package, in which the mutual dependence between the social and technical is highlighted. Maputo province in Mozambique was chosen as the site for this research. Both qualitative and quantitative data approaches were employed. The findings revealed that technology implementation in secondary schools is a dynamic process which is impacted either positively or negatively by the surrounding contextual situation. The study emphasizes that the role of non-human actors such as the ICT curriculum guide, the time-table and the schools' basic infrastructure, and its relationship with human actors, such as the heads of schools, teachers, and students, is gradually shaped by technology and its related network entities.
ISSN:1548-3908
1548-3916
DOI:10.4018/IJTHI.2021100104