Abstract:
The implementation of technology in classrooms has not been an easy process for schools. More importantly for teachers, as they are responsible for ensuring that the implementation of technology in the classroom is a success. Some teachers may not use technology in the classroom because they have negative attitudes due to external variables that they may encounter.
The purpose of this investigation was to identify whether FET teachers’ attitudes towards technology in the classroom are positive or negative and reasons behind those attitudes. The study aimed to find out what external factors may influence attitudes of FET teachers towards the use of technology in the classroom. This qualitative study was conducted in two public secondary schools, located in a township as a single case study. Data was collected using interviews, field notes and Likert scales. From each school, two young teachers aged 23-30 with less than ten years teaching experience were selected and two older teachers aged 45-60 with more than ten years teaching experience.
Findings showed that there are teachers who do not use technology in the classroom because they have negative attitudes towards it due to load shedding, lack of resources, theft, etcetera. Furthermore, there are some teachers who highlighted they have positive attitudes towards the use of technology in the classroom because it helps with learner engagement and classroom management. It can also be said that young teachers have a more positive attitude towards the use of technology in the classroom as opposed to older teachers.
