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An investigation into the integration of digital technology in teacher development for enhanced inclusion
The study addresses the problem of insufficient teacher training for technology integration in inclusive classrooms, and professional development opportunities. Prior research highlights barriers such as limited access, lack of confidence, and insufficient contextualised training, which hinder effec...
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| Format: | Thesis |
| Language: | English English |
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School of Education
2025
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| _version_ | 1867613329810259968 |
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| access_status_str | Open Access |
| author | Anderson, Meghan |
| author2 | Cox, Glenda |
| author_browse | Anderson, Meghan Cox, Glenda |
| author_facet | Cox, Glenda Anderson, Meghan |
| author_sort | Anderson, Meghan |
| collection | Thesis |
| description | The study addresses the problem of insufficient teacher training for technology integration in inclusive classrooms, and professional development opportunities. Prior research highlights barriers such as limited access, lack of confidence, and insufficient contextualised training, which hinder effective adoption. This research investigates the integration of digital technologies in teacher development to enhance inclusion within a South African all-girls school. It explores the intersection of digital tools, inclusive education practices, and teacher agency, employing Margaret Archer's theory of social realism. This study is significant in the context of growing demands for inclusive, technology-enabled education to address diverse learning needs. Using a design-based research approach, the research involved a case study, interviews, and surveys with teachers and subject heads to examine structural and cultural enablers and barriers, as well as teacher agency in using digital technologies. Data was collected over four phases, encompassing initial problem analysis, interventions, and the development of design principles. Findings reveal that structural factors such as infrastructure and training availability significantly impact technology adoption, while cultural factors like school norms and professional autonomy influence teachers' willingness to innovate. Teachers who exhibited higher agency adapted digital tools to create inclusive practices, leveraging technologies like interactive whiteboards and assistive tools to address diverse learner needs. The study contributes to understanding the interplay between structure, culture, and agency in educational contexts. It underscores the importance of targeted professional development and context-aware strategies to overcome barriers. The implications suggest that fostering teacher agency and integrating culturally relevant technologies are pivotal for advancing inclusive education. Future recommendations include enhanced training programmes and systemic reforms to embed inclusivity in teacher practices and institutional policies. This research provides a framework for scaling inclusive, technology-driven approaches in diverse educational settings. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/42083 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:34:25.395Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/42083 An investigation into the integration of digital technology in teacher development for enhanced inclusion Anderson, Meghan Cox, Glenda Inclusion Teacher training Technology integration Digital education The study addresses the problem of insufficient teacher training for technology integration in inclusive classrooms, and professional development opportunities. Prior research highlights barriers such as limited access, lack of confidence, and insufficient contextualised training, which hinder effective adoption. This research investigates the integration of digital technologies in teacher development to enhance inclusion within a South African all-girls school. It explores the intersection of digital tools, inclusive education practices, and teacher agency, employing Margaret Archer's theory of social realism. This study is significant in the context of growing demands for inclusive, technology-enabled education to address diverse learning needs. Using a design-based research approach, the research involved a case study, interviews, and surveys with teachers and subject heads to examine structural and cultural enablers and barriers, as well as teacher agency in using digital technologies. Data was collected over four phases, encompassing initial problem analysis, interventions, and the development of design principles. Findings reveal that structural factors such as infrastructure and training availability significantly impact technology adoption, while cultural factors like school norms and professional autonomy influence teachers' willingness to innovate. Teachers who exhibited higher agency adapted digital tools to create inclusive practices, leveraging technologies like interactive whiteboards and assistive tools to address diverse learner needs. The study contributes to understanding the interplay between structure, culture, and agency in educational contexts. It underscores the importance of targeted professional development and context-aware strategies to overcome barriers. The implications suggest that fostering teacher agency and integrating culturally relevant technologies are pivotal for advancing inclusive education. Future recommendations include enhanced training programmes and systemic reforms to embed inclusivity in teacher practices and institutional policies. This research provides a framework for scaling inclusive, technology-driven approaches in diverse educational settings. 2025-11-03T08:31:13Z 2025-11-03T08:31:13Z 2025 2025-11-03T08:27:11Z Thesis / Dissertation Masters MEd http://hdl.handle.net/11427/42083 en eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Inclusion Teacher training Technology integration Digital education Anderson, Meghan An investigation into the integration of digital technology in teacher development for enhanced inclusion |
| thesis_degree_str | Master's |
| title | An investigation into the integration of digital technology in teacher development for enhanced inclusion |
| title_full | An investigation into the integration of digital technology in teacher development for enhanced inclusion |
| title_fullStr | An investigation into the integration of digital technology in teacher development for enhanced inclusion |
| title_full_unstemmed | An investigation into the integration of digital technology in teacher development for enhanced inclusion |
| title_short | An investigation into the integration of digital technology in teacher development for enhanced inclusion |
| title_sort | investigation into the integration of digital technology in teacher development for enhanced inclusion |
| topic | Inclusion Teacher training Technology integration Digital education |
| url | http://hdl.handle.net/11427/42083 |
| work_keys_str_mv | AT andersonmeghan aninvestigationintotheintegrationofdigitaltechnologyinteacherdevelopmentforenhancedinclusion AT andersonmeghan investigationintotheintegrationofdigitaltechnologyinteacherdevelopmentforenhancedinclusion |