Teacher experiences in using digital technology in the early grades to support teaching and learning

Abstract

The use of technology is expanding at an increasing rate across the social and economic sectors around the world (Can-Yașar, Inal, Özgün & Kandir, 2012). In the South African education system, technology has weaved its way into the classroom. The Department of Basic Education, together with various stakeholders, is increasingly supporting schools with digital technology to strengthen teaching and learning (Department of Basic Education, 2004). Educational technology and its implementation in educational programmes have grown and developed concurrently, and has opened up a new world for learners and teachers. Consequently, teachers need to adapt and develop their teaching methods in order to utilise this evolution in learning (Can-Yașar et al., 2012:375). Parette, Hourcade, Blum, Watts, Stoner, Wojcik and Chrismore (2013:172) assert that learners grow up in an ever-changing world and need to keep up with technology. It is therefore the responsibility of teachers to understand the novel ways in which learners can harness developing technologies in their efforts to learn. For these reasons, it is imperative for teachers to accommodate modern thinking and to facilitate learner development. The focus of my study is on teachers’ experiences in the use of digital technology to support teaching and learning. The Technological Pedagogical and Content Knowledge (TPACK) model developed by (Koehler & Mishra, 2006) provided the theoretical framework used to support this study. Qualitative in nature and making use of case studies, semi-structured interviews were held with ten participants to gather the relevant data, attempting to answer the research question: How do early grade teachers (R-3) experience the use of digital technologies as a resource to support teaching and learning? The findings suggest that early grade teachers are in favour of the use of digital technologies in their classrooms to support teaching and learning. However, due to various factors, it is not used and implemented successfully. It is recommended that to improve the use of digital technologies, teachers must be fully trained and provided with appropriate resources. Furthermore, continuous support from departmental officials will strengthen the use of digital technologies and improve learner performance and the quality of teaching and learning.