Abstract
The integration of Information and Communication Technology (ICT) in education is evolving from supplementary aid to a potential driver of pedagogical transformation. This study addresses the ambiguity between these two uses, particularly within fairly-resourced educational settings where infrastructure barriers are low. The primary aim was to ascertain whether educators in the Metro South Education District utilise ICT integration to fundamentally transform pedagogies from teacher-centred to learner-centred approaches or primarily to enhance traditional methods.
This study used a Constructivist Grounded Theory (CGT) approach to investigate whether ICT integration in fairly-resourced schools fundamentally transform pedagogies from teacher-centred to learner-centred approaches or primarily enhances traditional methods. The central finding challenges rigid binary models of change, revealing that most educators function as "hybrid integrators" who strategically select ICT applications based on specific learner needs and contextual factors. The research uncovered a persistent Pedagogical Readiness Gap, demonstrating that while infrastructural barriers are low, technological access alone is insufficient to guarantee sustained pedagogical transformation. This gap is caused by crucial differences in individual professional identity flexibility, the level of institutional support for innovation, and the educator's willingness to engage in pedagogical risk-taking. The study concludes that sustainable transformation requires comprehensive professional development focused on pedagogical beliefs (moving beyond technical skills) and a supportive institutional culture that promotes the mastery of hybrid methodologies.