Abstract
This qualitative study explored teachers' experiences in marginalised communities, within under-resourced schools, regarding online learning and the potential impact of tools and support on their professional development and motivation toward self-directed learning (SDL). Guided by The Technology Acceptance Model, Community of Practice Model, and Cultural-Historical Activity Theory, the research investigates organisational factors affecting Information and Communication Technology (ICT) integration, barriers to access and participation in online professional development (OPD). The study further looks at teachers’ perceptions of using ICT for SDL development. Semi-structured interviews were conducted with six participants across three under-resourced schools. The aim was to understand how online professional development could empower teachers from marginalised communities despite limited resources. Through thematic analysis, existing literature was reviewed, key themes were identified, challenges, best practices, and the impact of tailored online programs on teachers’ SDL skills within the context of ICT usage in under-resourced schools were investigated. This investigation established that teachers recognise organisational factors crucial for ICT integration in education, including infrastructure, resources, training, and policy. Barriers include limited internet access, device availability, technical skills, and external community issues. Overcoming these is vital for equitable online resource access and ICT classroom integration. Motivated teachers with ICT tools embrace technology beyond acceptance, exploring and engaging despite support challenges. In under-resourced schools, the interplay between SDL and OPD is pivotal; while OPD provides structured learning, SDL empowers teachers’ autonomy. However, ICT potential is hindered by infrastructure deficits, digital literacy gaps, time constraints, and pedagogical relevance needs. Findings contribute valuable insights for evidence-based strategies to promote online professional development in similar educational settings.
Keywords: Online Professional Development, Self-directed learning, Marginalised Communities, Under-resourced Schools, Community of Practice, Information and Communication Technology