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In the current information society, the need for teachers to be adequately equipped with information and communication technology (ICT) competency has become essential for teaching in a classroom. This paper investigates factors affecting the perceived pedagogical benefits of adoption of ICT by teachers. The study also sought to establish any variations in terms of age and the established benefits of ICT adoption. The sample comprised 1222 teachers employed in public secondary schools in the greater Durban area in the province of KwaZulu-Natal in South Africa. Descriptive analysis, factor analysis and correlations were used to analyse the data. Through an exploratory procedure six factors – ICT confidence, learning enhancement, work enhancement, work enjoyment, positive attitude towards learning tool, and teaching enhancement – emerged that describe the perceived pedagogical benefits of the use of ICT. It is our recommendation that placing technology at the disposal of educators is not sufficient to ensure use – measures must be in place that will ensure teacher confidence and a positive attitude. Effective implementation of ICT in schools is a multifaceted, complex process that does not just involve providing the technology to schools, but also involves teachers’ competencies, schools’ readiness, long-term financing, curriculum restructuring, and the Government’s willingness to invest in the teaching and learning infrastructure. DOI: 10.5901/mjss.2014.v5n20p1214

mediterranean journal of social sciences

An Exploratory Factorial Analysis of Teachers’ Perceptions of Perceived Pedagogical Benefits of Adoption of Information and Communication Technology in Teaching and Learning