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Masters Degrees (Languages and Arts Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7155

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Browsing Masters Degrees (Languages and Arts Education) by SDG "SDG4"

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    Technology use in the English classroom: high school teachers’ attitudes and experiences.
    (2024) Rajbally , Nerisha.; Pillay , Ansurie.
    This interpretive qualitative study aimed to understand high school teachers’ attitudes and experiences when integrating technology in their English classrooms. Seventeen English teachers from three public high schools participated in the study. Data was generated from the participants using an open-ended questionnaire, individual interviews, and focus-group interviews, and thematic analysis was used to analyse the data. The Technology Acceptance Model (TAM) and Theory of Experience were used for the theoretical framework to understand the reasons for teachers’ attitudes and experiences for technology integration. Findings of the study indicate that the participating high school English teachers support the integration of technology in their lessons. However, they face various challenges and barriers with technological integration, and therefore choose to resort to traditional methods of teaching. The attitudes and experiences of teachers were identified by the contributing factors which impacted their integration of technology in their classroom teaching. These factors include the lack/limited access to technology, lack of proper training, overcrowded classrooms, lack of technical support, time constraints, loadshedding, poor internet connection, lack of funds to support the integration of technology, and poor implementation of policies. Lastly, the study found that although teachers were not fully integrating technology into their pedagogies, they demonstrated a positive attitude towards technology by highlighting its benefits for both teachers and learners. Overall, the results indicated that if the barriers that teachers face are addressed and if schools are adequately resourced, then teachers would embrace technology and ensure its successful integration in their classroom pedagogies. It becomes clear that the Department of Basic Education needs to address the implications of investing in infrastructure, resources, and policy implementation in schools to enable the successful integration of technology in schools. Addressing challenges and implementing recommended strategies will maximise the benefits of technology integration and prepare teachers and learners for success in the digital era.