Online professional development as a lever for teacher 1 empowerment: ICT integration and self-directed learning in 2 under-resourced South African schools

In South African schools, the implementation and integration of Information and Communication Technology (ICT) 8remain a challenge especially in under-resourced marginalized communities. In this study we investigated how online 9professional development focused on ICT integration and self-directed learning development can empower teachers 10from marginalized communities. We implemented a qualitative case study design informed by the constructivist- 11interpretivist paradigm. Six teachers (n=6) from three no-fee public schools in a rural area in South Africa were 12purposively selected. Data were collected through semi-structured interviews which was followed by thematic data 13analysis. Findings revealed that infrastructure and internet connectivity challenges, institutional support and socio- 14economic factors make participation in online professional development challenging for these teachers. What we did 15however also find was that teachers in this study had a positive disposition toward ICT integration and self-directed 16learning promoted by online professional development. We thus derive that online professional development, when 17supported by infrastructure and institution support, can be used as a lever to empower teachers from under-resourced 18schools.