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ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences

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Title: ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences
Language: English
Authors: Matshidiso Joyce Taole (ORCID 0000-0002-1398-7946)
Source: Research in Social Sciences and Technology. 2024 9(1):232-252.
Availability: Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Information Technology, Communications, Computer Mediated Communication, Foreign Countries, Teacher Attitudes, Technology Integration, Barriers, Teaching Experience, Classroom Environment, Educational Equipment, Multigraded Classes, Rural Schools, Cultural Context, Access to Education, Teacher Characteristics, African Culture
Geographic Terms: South Africa
ISSN: 2468-6891
Abstract: Technology offers pedagogical affordances that can transformteaching and learning in multigrade classrooms to assist in theprocess of teaching and learning. However, it is challenging forteachers to effectively integrate technology into their classrooms,given the complex and dynamic multigrade context. Thetechnological pedagogical content knowledge (TPACK) model wasa lens through which to explore teachers' experiences in ICTintegration in their multigrade classrooms in selected primaryschools in South Africa. A case study design guided this qualitativestudy. Semi-structured interviews were conducted with twelveteachers thematic analysis was used to analyse data. The findingsrevealed that access to ICT equipment for teachers and studentsis crucial. This study has found that generally, it is difficult forteachers to incorporate technology into their teaching because ofthe caveats, such as the multigrade context and the rural locationwhich presents issues such as lack of basic technologyinfrastructure, limited training on integrating technology inteaching, time, the teaching context, and support from principals.This study recommends that teachers be trained on ICT usage andgiven the support needed to function effectively in theirmultigrade context. For teachers to be digitally connected andensure ICT integration in the teaching and learning process, theyneed to be equipped with relevant knowledge and skills to usetechnology to transform their teaching and create newopportunities for learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1426524
Database: ERIC
FullText Text:
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  Data: ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences
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  Data: <searchLink fieldCode="AR" term="%22Matshidiso+Joyce+Taole%22">Matshidiso Joyce Taole</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1398-7946">0000-0002-1398-7946</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Social+Sciences+and+Technology%22"><i>Research in Social Sciences and Technology</i></searchLink>. 2024 9(1):232-252.
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  Data: Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Communications%22">Communications</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Equipment%22">Educational Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Multigraded+Classes%22">Multigraded Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22African+Culture%22">African Culture</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2468-6891
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  Data: Technology offers pedagogical affordances that can transformteaching and learning in multigrade classrooms to assist in theprocess of teaching and learning. However, it is challenging forteachers to effectively integrate technology into their classrooms,given the complex and dynamic multigrade context. Thetechnological pedagogical content knowledge (TPACK) model wasa lens through which to explore teachers' experiences in ICTintegration in their multigrade classrooms in selected primaryschools in South Africa. A case study design guided this qualitativestudy. Semi-structured interviews were conducted with twelveteachers thematic analysis was used to analyse data. The findingsrevealed that access to ICT equipment for teachers and studentsis crucial. This study has found that generally, it is difficult forteachers to incorporate technology into their teaching because ofthe caveats, such as the multigrade context and the rural locationwhich presents issues such as lack of basic technologyinfrastructure, limited training on integrating technology inteaching, time, the teaching context, and support from principals.This study recommends that teachers be trained on ICT usage andgiven the support needed to function effectively in theirmultigrade context. For teachers to be digitally connected andensure ICT integration in the teaching and learning process, theyneed to be equipped with relevant knowledge and skills to usetechnology to transform their teaching and create newopportunities for learning.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 21
        StartPage: 232
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Communications
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Educational Equipment
        Type: general
      – SubjectFull: Multigraded Classes
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: African Culture
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences
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