Grade 9 teachers’ experience of digital technologies in the classroom

Authors

DOI:

https://doi.org/10.18489/sacj.v35i1.1098

Abstract

The use of digital technologies in the classroom has escalated, especially during the COVID-19 pandemic. Although technology and teacher development centres are available for teachers to use, they are often not optimally utilised. This study used explorative qualitative case study methodologies to understand Grade 9 teachers’ use of digital technologies as they integrate it into their lessons and classrooms. Seven teachers were purposely selected to be sources of data collection. Framed by the Technological Pedagogical and Content Knowledge (TPACK) framework, data was generated using semi-structured interviews to explore the Grade 9 teachers’ experiences and views on the integration of digital technology post the outbreak of the COVID-19 pandemic. To analyse the data, a thematic analysis was conducted. Although the findings show limited digital technology integration, some teachers are found to be using videos, projectors, and laptop computers in their classrooms. Inadequate infrastructure and lack of support contribute and impact teachers’ experience of integrating digital technology in the Grade 9 classroom.

Author Biographies

Abueng Molotsi, University of South Africa

Doctor Abueng Rachael Molotsi is a senior lecturer at the University of South Africa (UNISA) in the Department of Science and Technology Education, under the College of Education. 

Kimera Moodley, University of Pretoria

PhD (CIE), Senior Learning Designer, Comprehensive Online Education Services, University of Pretoria, Lynnwood Road, Hatfield, Pretoria, 0001. 

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Published

2023-07-31

Issue

Vol. 35 No. 1 (2023): SACJ 35(1)

Section

Special Issue

License

Copyright (c) 2023 Abueng Molotsi, Kimera Moodley, Mari van Wyk

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