Dificultades para la integración de las TIC en la práctica docente

All research involves sampling (Miles & Huberman in Gumbi, 2009:137). According to Miles and Huberman (in Gumbi, 2009:136), no study, whether quantitative, qualitative or both, can include everything. The mixed methods sampling involves combining well established quantitative and qualitative techniques in creating ways to answer research questions posed by the mixed methods research designs (Teddlie & Tashakkori, 2009:169). Sampling involves selecting units of analysis (such as people, groups, artifacts and settings) in a manner that maximizes the researcher’s ability to answer questions set forth in the study (Tashakkori & Teddlie, 2003). They describe that the unity of analysis refers to the individual case or group of cases that the researcher wants to express something about when the study is completed and is, therefore, the focus of all data collection efforts. Bless and Hidson-Smith (1995:85) describe the sample as a technical accounting devise to rationalize the collection of information, to choose in an appropriate way the restricted set of objects, persons, events from which the actual information will be drawn. In the similar vein, McMillan and Schumacher (1997:169) describe sampling as a group or subject in a study. The sample in this study was fifty RSSs and four hundred RSSTs comprising post level 1 (PL1), HODs, deputy principals and principals in three KZN districts.

4.4.1.1 Purposeful sampling

Purposive sampling was used to select nine RSSs for observation. Eighteen RSSTs were selected for individual semi-structured interviews. The latter is supported by Conco (2004:65) that in random sampling every member of the research population has an equal chance of being included in the sample, whereas in purposive sampling, the researcher makes specific choices about which people to include in the sample. Joseph (2004:169) points out that in a research study, there is a need to identify a population of individuals that can provide information to answer the research question. Schools for semi-structured interviews were selected in terms of their highest level of poverty in their district. I was able to select poor RSSs (geographically isolated, poor households, high unemployment, child-headed families, grandparents-headed families, poor infrastructure) in Maphumulo circuit (Ilembe District) since it was where I worked (Lumadi 2008; Dala, 2009). It was also easier to select poor RSSs at Samungu ward for Eshowe circuit (Empangeni district) since the place is my home village. However, teachers and principals assisted me in selecting most poor RSSs in Umvoti Circuit (Umzinyathi district). In purposeful sampling the investigator selects units that are

representatives (RSSTs including PL1 teachers, HODs, deputy principals and principals) (McMillan & Schumacher, 2001:175). In purposeful sampling the researcher identifies information-rich participants for the reason that they are possibly knowledgeable about the phenomenon being investigated (McMillan & Schumacher in Bele, 2007:103). In this study I selected RSSTs who have experience in teaching the grades 10-12 NCS in KZN rural secondary schools so that rich information could be provided. SMT members also participated in this study since they managed the curriculum implementation process.

4.4.1.2 Convenient sampling

Convenient sampling is about choosing settings, groups, and/or individuals that are conveniently available and willing to participate in the study (Morse, 2010:359). Selecting whichever units of the population that are easily accessible is called convenient sampling (McMillan& Schumacher, 2006:125). McMillan and Schumacher (1997:174-175) argue that convenient sampling techniques are less costly, save time, ensure ease of administration and high participation while allowing generalization to similar subjects. To meet the convenient sampling strategy, I chose to investigate RSSs and RSSTs because it was where I worked, making it easier for me to access schools and teachers. Leedy (1997:210) asserts that the larger the sample the better. In an attempt to meet the latter requirements, four hundred RSSTs comprising of PL1, HODs, deputy principals and principals were included in the quantitative sample for the collection of numeric data.

In convenience sampling a group of subjects is selected on the basis of being accessible or expedient (McMillan & Schumacher, 2006:125). While this type of sampling makes it easier to conduct the research, there is no precise way of generalizing from the sample to any type of population. This means that the generalizability of the findings will be limited to the characteristics of the subjects. However, this will not mean that the findings are not useful; it simply means that caution is needed in generalizing (McMillan & Schumacher, 2006). Despite the fact that no random sampling was conducted, the sample was selected to represent RSSs and RSSTs in three districts (Umzinyathi, Ilembe and Empangeni). RSSs of these districts were located in deep rural areas where poverty was too high (Dala, 2009; Zuma, 2009). People of these areas were dependent on child support grant and pension. Most parents were uneducated. There was no infrastructure in these areas. Level of unemployment was also too high.

4.4.2 Sources of data

The Image 4.2 below provides twelve KZN education districts. The selected districts, which were Ilembe, Umzinyathi and Empangeni are close to each other. This allowed me to access the participating RSSs of these districts easier.

Figure 4.2 KZN target population

  Sources of data in this study indicate where or from whom data was collected. This included

participating RSSs and their teachers who have the grades 10-12 NCS teaching experience and SMT members. All the selected secondary schools were situated in rural districts including Ilembe, Umzinyathi and Empangeni in the Figure 4.2 shown above. These schools were situated in poverty stricken communities. These schools were some of the poorest of the poor schools in KZN.

The study comprised of four hundred participating teachers. Umvoti, Umsinga, Maphumulo, Lower Tugela and Eshowe circuits’ RSSs with grades 10-12, participated in the study. Four hundred participants completed questionnaires successfully. Table 4.1 shows how participants were grouped in this study.

Table 4.1 Sources of data

District No. of schools No. of teachers

Empangeni 10 67

Ilembe 30 206

Umzinyathi 10 127

To include different districts and circuits was an attempt to generalize findings, and to discover the real situation that existed. Ilembe had the highest number of participants since it was easier for me to distribute and collect questionnaires. The reason was that Ilembe district is my place of work making it more convenient for me to access more RSSs.

4.4.2.2 Qualitative strategy

RSSTs were not selected on the basis of subject specialization since the focus of the study was on different areas of specialization. Therefore, all teachers of selected schools have equal chances to participate in this study; however, teaching experience in the grades 10-12 NCS qualified them to take part in this research. Therefore, RSSTs were selected on the basis of their experience in the grades 10-12 NCS.

Nine RSSs with two RSSTs from each RSS were purposefully selected to participate in the open-ended interviews. This means that there were eighteen RSSTs participating in individual semi-structured interviews. Participants who completed quantitative questionnaires also took part in the semi-structured interviews. The latter is supported by Creswell and Plano-Clark (2011:181) that, if the intent is to compare data sets, the use of the same individuals is recommended. In order to select participants and schools, they have to meet certain criteria which the researcher has to set (Merriam, 1998:48). The criteria to participate in this study were that RSSTs must have taught grades 10-12 in the NCS irrespective of number of years. The RSSTs must hold PL1 level, HOD, deputy principal and principals’ positions. RSSs were also selected based on their highest level of poverty in their circuits.