Modernised and technological teaching freedom in South African public township schools

Abstract

Pedagogical freedom without the integration of educational technologies is obsolete in this constantly evolving educational landscape. This 21st century requires for teachers to adapt to technology-enhanced teaching and demonstrate the freedom of using the technologies for instruction and overall curriculum delivery. This study investigated how teachers employ technology enhanced teaching in selected township public schools in South Africa. This study followed a quantitative research approach and utilised the questionnaire to collect data. Descriptive statistics were used for quantitative data analysis. Purposive and convenience sampling was used to select 27 schoolteachers in selected public township schools. The results of the study show that there is a great gap between available Information and Communication Technology tools and their effective use in township schools. As a result, the study concluded that teachers were unable to fully utilize technological resources in their teaching practices. Therefore, this study recommended four strategic practices for effective integration of Information and Communication Technology in teaching and learning. This study provides valuable insights that will assist teachers, principals, and policymakers to innovate and improve school education.