The "what", "how" and "why" South African primary school teachers are using information communication and technology (ICTs) in their classrooms for assessment purposes and the challenges they experience

The field of Education has undergone a significant transformation through the integration of Information Communication and Technology (ICTs), leading to improvements in assessment. Within South African schools, the varied digital competencies highlight an essential requirement for educators to augment their skills and cultivate innovative approaches to assessment. This research delved into the preparedness of South African primary school teachers to employ ICT for assessment in English first additional language, mathematics, and natural science classrooms. Utilising the Unified Theory of Acceptance and Use of Technology model (UTAUT) as a guiding framework, the study explored teachers' behavioural intentions, usage patterns, and acceptance levels in relation to the incorporation of ICT for assessment. Employing a mixed-method approach within a pragmatist paradigm, a self-developed survey was administered to primary school teachers possessing a minimum of five years of teaching experience, ensuring the survey's reliability and validity. In this study, the questions of (i) what ICTs are South African teachers using in their classrooms for assessment purposes, (ii) how are they using it, (iii) why are they using the ones they are using and (iv) what challenges do they experience relating to ICT integration in their classrooms for assessment purposes. The results and findings of this study have been disseminated on various platforms (various journal articles, conference presentations, and MEd dissertation). The reason for dissemination in various journals and platforms is due to the size of the study, which included, amongst other things, advanced statistical analyses such as Structural Equation Modelling (quantitative data) and thematic analysis (qualitative data).