This study aims at finding the impact of Information Communication Technology (ICT) as an intervention tool for progressed learners in teaching and learning of English First Additional language comprehension in the Intermediate phase. With learner progression proving a challenge facing the South African education system, the aim of this qualitative descriptive case study was to investigate the extent to which First Additional Language (FAL) educators employ ICT as an intervention tool to assist learners who are progressed and if there are positive results to it.
Data collection strategies used in this study were semi structured interviews and data was further collected from documentation such as lesson plans, progression tracking tools and support policies used at selected schools. The study population was eight intermediate phase English FAL educators from two Tembisa schools. In selecting these participants, criterion and purposive sampling techniques were used. Data was analyzed using Atlas. ti and presented in a descriptive and graphical way.
The findings from this study indicated that ICT when used as a pedagogy in a classroom to support progressed learners does yield positive results. The findings further indicate that, ICT has a potential to reduce failure rate which ultimately reduce a number of learners who need to be progressed without meeting promotional requirements. The findings also revealed some of the challenges educators face in using ICT as a pedagogy and one common feeling was the need for further training and support for teachers in order to apply ICT as a pedagogy.