Using (or not using) technology to enhance teaching and learning in historically disadvantaged school communities in South Africa

Abstract

In this article we report on a study that investigated the use of technology in primary schools to enhance the quality of teaching and learning in the subjects Mathematics, Science and Technology (MST). The sudden outbreak of Covid-19 in 2020 brought with it many changes in teaching and learning in the Sedibeng West district, South Africa. A major change was the sudden forced use of technology in schools, which highlighted the inequality in South African society. For instance, the skewed provision of resources in the past dispensation became evident when schools in suburban areas had the necessary resources to adopt alternative modes of teaching while township schools were unable to cope with the demand of relying on technological equipment, where the use of technology for teaching purposes was experienced as a distinct challenge. In an attempt to understand teachers’ use of technology, we conducted a qualitative study, underpinned by critical theory. Data was generated through semi-structured interviews with 10 purposively selected primary school teachers, supported by observation, audio recordings and field notes. Our thematic analysis of the data revealed that teachers’ tendency not to sufficiently use technology in their teaching can be linked to neglect of school infrastructure, poor management and limited maintenance, among other factors. In addition, the participants seemed to lack the necessary skills to use technology for teaching in their classrooms, which points to limitations in terms of teacher training on the use of technology to enhance the quality of teaching and learning.