Exploring the pedagogical experiences of Natural Sciences and Technology teachers’ integration of ICTS in classroom practice at an under-resourced primary school

Abstract

The South African National Department of Basic Education (SANDBE) emphasises the importance of Information Communication Technology (ICT) in the classroom and teachers play a fundamental role in this curricular integration. The use of ICTs in schools is a much-encouraged pedagogical necessity in the education fraternity. However, there are barriers in achieving this especially in under-resourced schools. The Department of Basic Education (DBE) and Provincial Education Departments (PED) play their role to support teachers and equip them in this new digital age. The primary aim of this study is to analyse the experiences of in-service teachers in an under-resourced primary school on how they adapt and use their pedagogical skills for the integration of ICTs in teaching the Natural Sciences and Technology (NST) subject. To gather a holistic interpretation, this research explored the experiences of full-time educators who teach Natural Sciences and Technology in the intermediate phase (Grades 4-6), and the researcher used a qualitative methodological approach for the study. The data gathered was through five participants teaching various grades in the intermediate phase. The data collection methods used were, semi-structured individual interviews and classroom observations to capture each teacher’s individual perception of how they have encountered the integration of ICTs in their daily pedagogical practice, alongside a document analysis of various South African educational policies that guide and act as a referential framework for the integration of technology in South African schools and teacher administrative documents. The study drew on the theoretical frameworks of Pierre Bourdieu’s concepts of field, habitus, and capital. This theory guided the thorough analysis in the exploration of teachers’ experiences in the integration of ICTs into their content delivery and pedagogical practices in Natural Sciences and Technology. This study informs the need for a rapid re-examination of the resource allocation frameworks to accommodate underresourced schools in the Gauteng province, the professional development necessary in which teachers in such under-resourced schools can continue the process of teaching and learning even in unprecedented pandemics and beyond. Furthermore, it recommends closing the digital gap between national and provincial governments together with district offices in provinces.