Abstract
The use of technology can be a complex issue where English is used as the first additional language with limited resources - especially in historically disadvantaged areas of South Africa. This study was conducted in the rural primary schools at Mogodumo circuit, in the Limpopo province of South Africa. The purpose of the study is to determine the extent to which rural primary school teachers used technology in the teaching of English First Additional Language (EFAL) in the Intermediate Phase (Grades 4 to 6). The study is grounded in interpretivism with teacher self-efficacy (TSE) informing it. The study is a qualitative descriptive case study with observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting fifteen EFAL teachers, of which six were male and nine were female. Data collected were categorised into codes and themes. The findings reveal that EFAL teachers used laptops, cell phones, and printers as technological tools in teaching EFAL. It was concluded that EFAL teachers were not prepared in the use of technological tools. It is recommended that the Mogodumo circuit managers should organise in-service teachers’ training and offer support and motivation during the monitoring of teaching and learning in schools.
Presenters
Margaret Malewaneng MajaAssociate Professor, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
English second language, Primary school teachers, Inferiority complex, Internet access, Technology
