Exploring factors that impact ICT integration in Free State senior phase EL2 classrooms

Abstract

The Fourth Industrial Revolution (4IR) calls for the current global order to instantaneously adapt to management and governance needs of Industry 4.0 economy. Equally, the education sector needs to adjust rapidly to the concomitant innovations to benefit from the epoch of technological advancement. In South Africa the education sector faces the predicament of ICT enhanced pedagogy that has not advanced as predicted to improve teaching and learning. This study examined the integration of ICT in English Second Language (EL2) pedagogy. The study unfolded in two articles, adopting a qualitative approach. A phenomenological research design was used. Data were analysed, employing an eclectic approach to inductive content analysis. The first article explored teachers’ knowledge, skills and attitudes and types of digital technologies available and to which extent they were used in EL2 pedagogy. The second article examined how senior phase teachers integrated technology in EL2 instruction, and learners’ perceptions towards learning EL2 with the aid of ICT. The Technological Pedagogical Content Knowledge (TPCK) framework was employed to conceptualise ICT integration, juxtaposed with the theory of constructivism. Findings from the study revealed: (1) inadequate provision of ICT resources in schools, (2) rigid anti-mobile technology practices in schools, and (3) a need for a paradigm shift towards learner-centred language pedagogy.