Investigating the Integration of ICT in the Teaching and Learning of Social Sciences in the Intermediate Phase
Master’s Dissertation
Record information
Authors
Nokulunga Phathiswa Nxusa
Publisher
University of the Free State
Description
The popularised trend of technology in the classroom is evident in many countries and yet, the South African Social Sciences (SS) subject is seemingly still left behind with minimum evidence of studies exploring it despite the clear directives of the curriculum policy framework on its significance for the subject. This qualitative case study aimed to investigate the integration of Information and Communication Technology (ICT) in the teaching and learning of SS in Intermediate Phase (IP), with the Diffusion of Innovations theory providing a lens. The main objectives explored towards achieving the aim were to determine the perspectives of teachers with the integration of ICT, to discuss ways that the SS teachers are integrating it, to investigate challenges experienced, and to determine the possible solutions to mitigate said challenges. The researcher employed a dual-method strategy of semi-structured interviews and observations of six teachers in three primary schools situated in the Motheo District, Bloemfontein. The results elucidate that SS IP teachers have positive perspectives of technology in the classroom, exhibiting heterogeneity in ICT integration practices, albeit persistent challenges were reported with possible solutions to tackle them. Theoretical confirmation followed that addressing the existing challenges could lead to a more favorable implementation level. These results were significant to possibly bridge a gap in policy and practice, suggesting a desperate need for government and even parental intervention for a smoother process.