Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa

The integration of technology in schools, specifically in teaching English First Additional Language (EFAL), has become vital in the education sector as a means of preparing learners and teachers for 21st-century classrooms. As the literature shows, the integration of technology allows learners to engage deeply with content and promotes authentic learning. The TPACK theory was used in this study to examine how South African primary school teachers in rural areas of Limpopo integrated technology into the teaching of EFAL in schools. The study adopted an interpretive paradigm and followed a qualitative research approach. A case study research design was also used. Data was collected from five primary schools, following purposive sampling to select 11 participants. The researchers used semi-structured interviews to collect data from the participants. It was found that most teachers in Limpopo primary schools cannot use technology in the classroom. The study further revealed that the schools could not afford the cost of internet connectivity. Even though some participants demonstrated that they could use technology for teaching and learning, they could not integrate it for effective participation in the classroom. The study concluded that the use of technology for teaching EFAL promotes quality teaching and learning and could also improve authentic learning. It is therefore recommended that teachers and learners be trained on how to use technology as part of the teaching and learning process. Moreover, the study recommended that higher education institutions and other stakeholders strengthen technological support to schools, for the effective teaching of EFAL and other subjects. This study offers stakeholders of the education system with guidelines on how to use technology for teaching and learning. Keywords: Authentic Learning, English First Additional Language, Pedagogy, Rural Schools, Technology