Abstract:
The development of information and communication technology (ICT) has fundamentally altered how we teach and learn. This study investigates the implementation of ICT to promote teaching and learning in Tshwane West District. The research questions were: How do teachers perceive the implementation of ICT to promote teaching and learning in the classroom? What strategies do teachers use in ICT implementation to promote teaching and learning? What are the challenges experienced by teachers when implementing ICT to promote teaching and learning in the classroom? The study sample consisted of 12 secondary school teachers. The participating teachers were from t wo secondary schools in the Tshwane West District in Gauteng province. The participants were selected using a purposive sampling method. A multiple-case study design was used in this study and the data collection instrument used was semi-structured interviews. The interviews were analyzed using a thematic data analysis technique. The research findings identified that ICT implementation was beneficial to some participants since they indicated that ICT makes the class lesson interesting and exciting wherein the learners who used to be bored in class tend to feel excited and show keenness to learn using computers and other ICT tools. The study also revealed that some teachers were frustrated when they had to implement ICT using the computer because they said when it gave them problems the technical team seemed not to respond swiftly to the matter. It was also found that teachers use team building as their strategy in ICT implementation and they see it as extremely beneficial for building trust, confidence, and understanding. Further, the study found that among other challenges, load shedding and lack of enough computers for learners was a problem affecting teaching and learning. The study recommended that to create a conducive teaching environment for the effective implementation of ICT in classrooms, schools should ensure the availability of computer resources for all learners and provide generators for use during load-shedding. The study further recommended that there should be well-equipped technical teams at schools and that teachers ought to stay in charge of the class to prevent learners from using their phones for anything other than academic purposes.
