Social sciences teachers’ experiences in integrating ICT tools in their teaching pedagogies in Tshwane West district

Abstract

This study explored Social Sciences teachers’ experiences in integrating ICT tools into their teaching pedagogies in Tshwane West District, in Gauteng Province. A qualitative and phenomenological approach was employed to explore participants’ lived experiences. The study was steered by the interpretivist research paradigm and the Technology Acceptance Model framework. The study was conducted with 12 Social Science teachers and 3 departmental heads who were purposively sampled. A total of 15 participants were purposively selected. Data were gathered through semi-structured interviews and were analysed thematically. The findings revealed that there is uneven integration of ICT tools due to limited ICT tools, a lack of teacher professional development, low teacher confidence, insufficient support from the school management, and policy implementation. The findings further indicate that more support, continuous training and access to technological tools are required to facilitate the successful integration of ICTs in the teaching of Social Sciences, especially in the Tshwane West District of Gauteng Province, South Africa