Exploring the Effective Use of ICT Tools to Teach Grade 10 Learners Population Geography in South Africa: A Case Study of Eagle’s Nest Christian School

Information and Communication Technology (ICT) has been accepted and incorporated into South African public and private schools to a considerable degree. The purpose of this study was, therefore, to explore the effective use of ICT tools in teaching Grade 10 learners Geography in South Africa. The study further explored how teachers and learners utilized the tools in Eagle’s Nest Christian School, located in Polokwane, Limpopo Province. The Connectivism Learning Theory served as the theoretical foundation for this investigation. A qualitative research approach was used in the investigation. The study used an interpretive paradigm and a phenomenological research approach. A purposive sampling strategy was used in selecting ten (10) learners and one (1) educator. In-depth interviews and open-ended questionnaires were used to collect data. Thematic analysis was used for data analysis. The findings revealed that Geography teachers make good use of ICT in the classroom. The study also found that Grade 10 learners enjoy being taught Geography with the use of ICT; to them, learning becomes interesting, fun, meaningful, and easy. The study further revealed through the teacher that at times when geographical concepts and videos are displayed, the learners get carried away due to excitement, which sometimes becomes a challenge to handle. The study came to the conclusion that much work needs to be done to successfully integrate ICT in education going forward, and that there is still a disconnect between Geography education and technology. Eagle’s Nest Christian School should install smartboards in every classroom, according to the study’s recommendations. Keywords: ICT, Geography, Phenomenological Design, Interpretive Paradigm, Grade 10 Learners.