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Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District
Among the problems that public schools face in the Nelson Mandela Bay District of Eastern Cape, South Africa is teachers' lack of technology integration in curriculum delivery. The study explored teachers' Technology Pedagogical and Content Knowledge (TPACK) to understand the school readiness, barri...
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| Format: | Thesis |
| Language: | English |
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School of Education
2025
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| _version_ | 1867613239891722240 |
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| access_status_str | Open Access |
| author | Hlangani, Nontonzana |
| author2 | Ng'ambi, Dickson |
| author_browse | Hlangani, Nontonzana Ng'ambi, Dickson |
| author_facet | Ng'ambi, Dickson Hlangani, Nontonzana |
| author_sort | Hlangani, Nontonzana |
| collection | Thesis |
| description | Among the problems that public schools face in the Nelson Mandela Bay District of Eastern Cape, South Africa is teachers' lack of technology integration in curriculum delivery. The study explored teachers' Technology Pedagogical and Content Knowledge (TPACK) to understand the school readiness, barriers, and opportunities for technology integration in selected public schools in the Nelson Mandela Bay District. The study used a qualitative approach with an interpretivism paradigm. TPACK framework was used to guide the formulation of the study. Semi-structured interviews were conducted with 10 teachers who were engaged in educational technology integration in their schools. Informed consent was obtained before the start of the interviews. The findings of the study showed that teachers were trained in technology integrations. The teachers showed knowledge of using technology in curriculum delivery and were passionate about using technology. The study also revealed that teachers could select suitable technology for integration in the classroom. However, they did not always consider selecting ubiquitous technologies such as mobile phones which are accessible to learners. The study also found that teachers' knowledge of technology was narrowed to desktops, computers, and projectors. This may be cemented by the kind of training they received. The study found that teachers used the following technologies: (1) YouTube videos to explain difficult concepts, (2) Microsoft PowerPoint, for lesson presentations, and (3) WhatsApp for blended learning and communication. The study identified several barriers to teacher technology integration in the classrooms including insufficient technological resources, electricity insecurity, and inadequate training. Eliminating these berries can enhance the integration of technology in schools. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/40976 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:58.612Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/40976 Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District Hlangani, Nontonzana Ng'ambi, Dickson Technology Pedagogical and Content Knowledge TPACK Nelson Mandela Bay District YouTube videos Microsoft PowerPoint WhatApp Among the problems that public schools face in the Nelson Mandela Bay District of Eastern Cape, South Africa is teachers' lack of technology integration in curriculum delivery. The study explored teachers' Technology Pedagogical and Content Knowledge (TPACK) to understand the school readiness, barriers, and opportunities for technology integration in selected public schools in the Nelson Mandela Bay District. The study used a qualitative approach with an interpretivism paradigm. TPACK framework was used to guide the formulation of the study. Semi-structured interviews were conducted with 10 teachers who were engaged in educational technology integration in their schools. Informed consent was obtained before the start of the interviews. The findings of the study showed that teachers were trained in technology integrations. The teachers showed knowledge of using technology in curriculum delivery and were passionate about using technology. The study also revealed that teachers could select suitable technology for integration in the classroom. However, they did not always consider selecting ubiquitous technologies such as mobile phones which are accessible to learners. The study also found that teachers' knowledge of technology was narrowed to desktops, computers, and projectors. This may be cemented by the kind of training they received. The study found that teachers used the following technologies: (1) YouTube videos to explain difficult concepts, (2) Microsoft PowerPoint, for lesson presentations, and (3) WhatsApp for blended learning and communication. The study identified several barriers to teacher technology integration in the classrooms including insufficient technological resources, electricity insecurity, and inadequate training. Eliminating these berries can enhance the integration of technology in schools. 2025-02-17T08:28:46Z 2025-02-17T08:28:46Z 2024 2025-02-17T08:25:12Z Thesis / Dissertation Masters MEd http://hdl.handle.net/11427/40976 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Technology Pedagogical and Content Knowledge TPACK Nelson Mandela Bay District YouTube videos Microsoft PowerPoint WhatApp Hlangani, Nontonzana Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District |
| thesis_degree_str | Master's |
| title | Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District |
| title_full | Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District |
| title_fullStr | Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District |
| title_full_unstemmed | Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District |
| title_short | Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District |
| title_sort | teachers integration of technology in classrooms a case study of school readiness barriers and opportunities in nelson mandela bay district |
| topic | Technology Pedagogical and Content Knowledge TPACK Nelson Mandela Bay District YouTube videos Microsoft PowerPoint WhatApp |
| url | http://hdl.handle.net/11427/40976 |
| work_keys_str_mv | AT hlanganinontonzana teachersintegrationoftechnologyinclassroomsacasestudyofschoolreadinessbarriersandopportunitiesinnelsonmandelabaydistrict |