Abstract
Teachers’ limited access to technology in rural communities may negatively impact the usefulness of technology in teaching and learning. This interpretivist qualitative case study explored the integration of technology by English First Additional Language (EFAL) teachers from schools located in rural areas of South Africa. This study is underpinned by the Technology Acceptance Model (TAM). Semi-structured interviews were conducted with ten purposively sampled EFAL teachers. Thematic analysis was adopted to analyse data. The study revealed that most EFAL teachers attempted to integrate technology into their classrooms despite their challenges. The study also found that EFAL teachers are open to integrating technology in their classrooms. Therefore, this study suggests that teachers be given access to technology resources that can aid in language skill acquisition for the benefit of learners. Further in-service training is recommended so that teachers can explore more of the usage of digital devices and platforms in teaching language aspects. In conclusion, we argue that using technology to teach English as an internationally recognised language of communication may improve teachers’ digital practices.
Presenters
Margaret Malewaneng MajaAssociate Professor, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Digital devices, English First Additional Language, Rural schools, Teachers, Technology
