Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa
The integration of technology in schools, specifically in teaching English First Additional Language (EFAL), has become vital in the education sector as a means of preparing learners and teachers for 21st-century classrooms. As the literature shows, the integration of technology allows learners to e...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Noyam Journals
2024-12-01
|
| Series: | Journal of Education and Learning Technology |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2025/01/JELT202451010.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841525428720762880 |
|---|---|
| author | Margaret Malewaneng Maja Katharine Naidu Samson Letsoaka Tshabalala Makwalete Malatji |
| author_facet | Margaret Malewaneng Maja Katharine Naidu Samson Letsoaka Tshabalala Makwalete Malatji |
| author_sort | Margaret Malewaneng Maja |
| collection | DOAJ |
| description | The integration of technology in schools, specifically in teaching English First Additional Language (EFAL), has become vital in the education sector as a means of preparing learners and teachers for 21st-century classrooms. As the literature shows, the integration of technology allows learners to engage deeply with content and promotes authentic learning. The TPACK theory was used in this study to examine how South African primary school teachers in rural areas of Limpopo integrated technology into the teaching of EFAL in schools. The study adopted an interpretive paradigm and followed a qualitative research approach. A case study research design was also used. Data was collected from five primary schools, following purposive sampling to select 11 participants. The researchers used semi-structured interviews to collect data from the participants. It was found that most teachers in Limpopo primary schools cannot use technology in the classroom. The study further revealed that the schools could not afford the cost of internet connectivity. Even though some participants demonstrated that they could use technology for teaching and learning, they could not integrate it for effective participation in the classroom. The study concluded that the use of technology for teaching EFAL promotes quality teaching and learning and could also improve authentic learning. It is therefore recommended that teachers and learners be trained on how to use technology as part of the teaching and learning process. Moreover, the study recommended that higher education institutions and other stakeholders strengthen technological support to schools, for the effective teaching of EFAL and other subjects. This study offers stakeholders of the education system with guidelines on how to use technology for teaching and learning. |
| format | Article |
| id | doaj-art-fdb1dbcd625c45d9acc425ec40af79e6 |
| institution | Kabale University |
| issn | 2720-7730 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | Journal of Education and Learning Technology |
| spelling | doaj-art-fdb1dbcd625c45d9acc425ec40af79e62025-01-17T13:53:10ZengNoyam JournalsJournal of Education and Learning Technology2720-77302024-12-01510497513https://doi.org/10.38159/jelt.202451010Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South AfricaMargaret Malewaneng Maja 0https://orcid.org/0000-0001-6526-2501Katharine Naidu1https://orcid.org/0000-0002-5932-3520Samson Letsoaka Tshabalala 2https://orcid.org/0000-0003-1277-0187Makwalete Malatji 3https://orcid.org/0000-0003-2545-2807University of South Africa, College of Education, Department of Curriculum and Instructional Studies, South AfricaUniversity of South Africa, College of Education, Department of Curriculum and Instructional Studies, South AfricaUniversity of South Africa, College of Education, Department of Curriculum and Instructional Studies, South AfricaUniversity of South Africa, College of Education, Department of Curriculum and Instructional Studies, South AfricaThe integration of technology in schools, specifically in teaching English First Additional Language (EFAL), has become vital in the education sector as a means of preparing learners and teachers for 21st-century classrooms. As the literature shows, the integration of technology allows learners to engage deeply with content and promotes authentic learning. The TPACK theory was used in this study to examine how South African primary school teachers in rural areas of Limpopo integrated technology into the teaching of EFAL in schools. The study adopted an interpretive paradigm and followed a qualitative research approach. A case study research design was also used. Data was collected from five primary schools, following purposive sampling to select 11 participants. The researchers used semi-structured interviews to collect data from the participants. It was found that most teachers in Limpopo primary schools cannot use technology in the classroom. The study further revealed that the schools could not afford the cost of internet connectivity. Even though some participants demonstrated that they could use technology for teaching and learning, they could not integrate it for effective participation in the classroom. The study concluded that the use of technology for teaching EFAL promotes quality teaching and learning and could also improve authentic learning. It is therefore recommended that teachers and learners be trained on how to use technology as part of the teaching and learning process. Moreover, the study recommended that higher education institutions and other stakeholders strengthen technological support to schools, for the effective teaching of EFAL and other subjects. This study offers stakeholders of the education system with guidelines on how to use technology for teaching and learning.https://noyam.org/wp-content/uploads/2025/01/JELT202451010.pdfauthentic learningenglish first additional languagepedagogyrural schoolstechnology |
| spellingShingle | Margaret Malewaneng Maja Katharine Naidu Samson Letsoaka Tshabalala Makwalete Malatji Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa Journal of Education and Learning Technology authentic learning english first additional language pedagogy rural schools technology |
| title | Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa |
| title_full | Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa |
| title_fullStr | Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa |
| title_full_unstemmed | Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa |
| title_short | Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa |
| title_sort | exploring the experiences of teachers in integrating technology into teaching english in rural primary schools in south africa |
| topic | authentic learning english first additional language pedagogy rural schools technology |
| url | https://noyam.org/wp-content/uploads/2025/01/JELT202451010.pdf |
| work_keys_str_mv | AT margaretmalewanengmaja exploringtheexperiencesofteachersinintegratingtechnologyintoteachingenglishinruralprimaryschoolsinsouthafrica AT katharinenaidu exploringtheexperiencesofteachersinintegratingtechnologyintoteachingenglishinruralprimaryschoolsinsouthafrica AT samsonletsoakatshabalala exploringtheexperiencesofteachersinintegratingtechnologyintoteachingenglishinruralprimaryschoolsinsouthafrica AT makwaletemalatji exploringtheexperiencesofteachersinintegratingtechnologyintoteachingenglishinruralprimaryschoolsinsouthafrica |