This paper investigates factors that motivate educators to use Information Communication Technologies (ICTs) in schools
in disadvantaged areas. The study employed Herzberg’ Motivation–Hygiene theory to guide the process of understanding
the factors that motivate or demotivate educators when using the technology for teaching and learning. Qualitative research
approach was used to gather and analyse information from educators from randomly sampled schools located in
disadvantaged areas in the Western Cape. The study has shown that educators’ motivation to use technology for curriculum
delivery could be impacted by satisfaction derived from using the ICTs, individual expectations, responsibility and a sense
of achievement experienced when using the technologies.

doi: 10.15700/201409161051