Exploring the perspectives of Physical Science teachers on technology utilization : a case study in Makhutswe circuit

Abstract

The use of technology in mainstream education has gained recognition around the world as an effective tool to improve teaching and learning across the educational curriculum system. This study aimed to explore the perspectives of Physical Science teachers on the use of technology in their classrooms in the Makhutswe circuit. To explore these perspectives the study examined teachers’ knowledge about technology, the challenges they encountered when using technology, and the impact of the COVID-19 pandemic on their engagement with technology during and post-COVID-19 lockdown. The study employed an interpretative research paradigm to interpret and understand physical science teachers’ perspectives when using technology in their classrooms. A qualitative research approach was adopted in this study to better understand teachers’ perspectives within their context. The study used a case study design as each teacher was treated as a unique case. Participants in this study were selected from the Makhutswe circuit population using a convenience sampling method because they were easy to access. Data was collected through semi-structured interviews, classroom observations, and document analysis from six Physical Science teachers out of ten in the Makhutswe circuit. To generate meaningful findings, each case was analyzed separately using thematic analysis. The study findings revealed that most of the teachers had knowledge about technology use in their Physical Science classrooms. Some of them used technological tools such as laptops and projectors to conduct their lessons. However, some challenges prevented them from fully using it. Some of the barriers they mentioned were a lack of technological resources, teacher training, and adequate internet connectivity. Future research may focus on doing small-scale international comparative research on physical science teachers’ perspectives on the use of technology in their classrooms. The study recommends that the Department of Basic Education make provision for technological tools, proper internet connectivity and effective teacher training for teachers, especially in rural schools. This would improve teaching and learning in rural areas.