Abstract:
The use of digital technologies in the classroom has escalated, especially during the COVID-19 pandemic. Although
technology and teacher development centres are available for teachers to use, they are often not optimally
utilised. This study used explorative qualitative case study methodologies to understand Grade 9 teachers’ use of
digital technologies as they integrate it into their lessons and classrooms. Seven teachers were purposely selected
to be sources of data collection. Framed by the Technological Pedagogical and Content Knowledge (TPACK)
framework, data was generated using semi-structured interviews to explore the Grade 9 teachers’ experiences
and views on the integration of digital technology post the outbreak of the COVID-19 pandemic. To analyse
the data, a thematic analysis was conducted. Although the findings show limited digital technology integration,
some teachers are found to be using videos, projectors, and laptop computers in their classrooms. Inadequate
infrastructure and lack of support contribute and impact teachers’ experience of integrating digital technology
in the Grade 9 classroom.
