The rapid evolution of Information and Communication Technologies (ICT) has transformed pedagogical practices globally; however, their effective integration into science teaching remains uneven, particularly in resource-constrained contexts. Guided by Activity Theory, this mixed-methods case study explores science teachers’ perceptions and use of ICT-based instructional technologies to mediate and facilitate science learning activities in public secondary schools in Mpumalanga Province, South Africa. Data were collected from 83 in-service Physical Sciences teachers using a 38-item questionnaire comprising closed-ended Likert-scale items and open-ended questions. Quantitative data were analysed using descriptive and inferential statistics, including frequencies, means, standard deviations, and independent-samples t-tests. In contrast, qualitative data were analysed thematically using Braun and Clarke’s (2006) six-phase framework.
Findings reveal that computers and smartboards are the primary mediating tools (44.58% usage each), while other technologies (e.g., online discussion platforms, mobile devices, projectors) remain underutilised. Teachers reported that ICT-based tools enhance science instruction by enabling flexible, anywhere-anytime teaching (97.6%), improving access to resources (97.6%), supporting diverse pedagogical strategies (87.3–89.2%), facilitating higher-order thinking (96.3%), and promoting active student participation and learner-centred roles (83–95.2%). Most items showed statistically significant agreement (p <.001). Qualitative findings corroborated these results, highlighting practical learning gains, improved interaction, timely feedback, and increased learner agency, although limited tool variety, infrastructural constraints, and varying teacher competence persisted.
The study aims to inform stakeholders about the current status of ICT integration, the challenges faced, and to provide recommendations to improve science education in Mpumalanga through ICT-based technologies.
Die vinnige evolusie van Inligting- en Kommunikasietegnologieë (IKT) het pedagogiese praktyke wêreldwyd getransformeer; hul effektiewe integrasie in wetenskaponderrig bly egter ongelyk, veral in kontekste met beperkte hulpbronne. Gelei deur Aktiwiteitsteorie, ondersoek hierdie gevallestudie met gemengde metodes wetenskaponderwysers se persepsies en gebruik van IKT-gebaseerde onderrigtegnologieë om wetenskapleeraktiwiteite in openbare sekondêre skole in Mpumalanga Provinsie, Suid-Afrika, te bemiddel en te fasiliteer. Data is ingesamel van 83 Fisiese Wetenskappe-onderwysers in diens met behulp van 'n vraelys van 38 items wat geslote Likert-skaal items en oop vrae insluit. Kwantitatiewe data is geanaliseer met behulp van beskrywende en inferensiële statistieke, insluitend frekwensies, gemiddeldes, standaardafwykings en onafhanklike-steekproewe t-toetse. In teenstelling hiermee is kwalitatiewe data tematies geanaliseer met behulp van Braun en Clarke (2006) se sesfase-raamwerk.
Bevindinge toon dat rekenaars en slimborde die primêre bemiddelingsinstrumente is (44.58% gebruik elk), terwyl ander tegnologieë (bv. aanlyn besprekingsplatforms, mobiele toestelle, projektors) steeds onderbenut word. Onderwysers het berig dat IKT-gebaseerde gereedskap wetenskaponderrig verbeter deur buigsame, enige plek-en-tyd onderrig moontlik te maak (97.6%), toegang tot hulpbronne te verbeter (97.6%), diverse pedagogiese strategieë te ondersteun (87.3–89.2%), hoër-orde denke te fasiliteer (96.3%), en aktiewe studentedeelname en leerdergesentreerde rolle te bevorder (83–95.2%). Die meeste items het statisties beduidende ooreenstemming getoon (p <.001). Kwalitatiewe bevindinge het hierdie resultate bevestig en praktiese leerwinste, verbeterde interaksie, tydige terugvoer en verhoogde leerderagentskap uitgelig, hoewel beperkte gereedskapverskeidenheid, infrastruktuurbeperkings en wisselende onderwyserbevoegdheid voortgeduur het. Die studie het ten doel om belanghebbendes in te lig oor die huidige status van IKT-integrasie, die uitdagings wat in die gesig gestaar word, en om aanbevelings te maak om wetenskaponderrig in Mpumalanga deur IKT-gebaseerde tegnologieë te verbeter.
Ukuthuthuka okusheshayo kwe-Information and Communication Technologies (ICT) kushintshe imikhuba yokufundisa emhlabeni jikelele; noma kunjalo, ukuhlanganiswa kwayo okuphumelelayo ekufundiseni isayensi akukalingani, ikakhulukazi ezimweni ezinqunyelwe izinsiza. Siqondiswa yi-Activity Theory, lolu cwaningo lwezindlela ezixubile luhlola imibono yothisha besayensi kanye nokusetshenziswa kobuchwepheshe bokufundisa obusekelwe ku-ICT ukuze kuxazululwe futhi kuthuthukiswe imisebenzi yokufunda isayensi ezikoleni zamabanga aphezulu zomphakathi eSifundazweni saseMpumalanga, eNingizimu Afrika. Idatha yaqoqwa kothisha be-Physical Sciences abangu-83 abasemsebenzini kusetshenziswa uhlu lwemibuzo lwezinto ezingu-38 oluqukethe izinto ze-Likert-scale ezivaliwe kanye nemibuzo evulekile. Idatha yobuningi yahlaziywa kusetshenziswa izibalo ezichazayo neziqondile, kufaka phakathi amaza, izindlela, ukuphambuka okujwayelekile, kanye nokuhlolwa kwe-t kwamasampula azimele. Ngokuphambene nalokho, idatha yobuningi yahlaziywa ngokwezihloko kusetshenziswa uhlaka lukaBraun noClarke (2006) lwezigaba eziyisithupha.
Okutholakele kwembula ukuthi amakhompyutha nama-smartboard yiwona amathuluzi ayinhloko okuxazulula izinkinga (ukusetshenziswa okungu-44.58% ngakunye), kuyilapho obunye ubuchwepheshe (isib., amapulatifomu okuxoxisana aku-inthanethi, amadivayisi eselula, amaphrojektha) kusasetshenziswa kancane. Othisha babike ukuthi amathuluzi asekelwe ku-ICT athuthukisa imfundo yesayensi ngokuvumela ukufundisa okuguquguqukayo, noma kuphi-noma nini (97.6%), ukuthuthukisa ukufinyelela ezinsizeni (97.6%), ukusekela amasu ahlukahlukene okufundisa (87.3–89.2%), ukwenza kube lula ukucabanga okuphezulu (96.3%), nokukhuthaza ukubamba iqhaza kwabafundi okusebenzayo kanye nezindima ezigxile kubafundi (83–95.2%). Izinto eziningi zibonise ukuvumelana okubalulekile ngokwezibalo (p <.001). Okutholakele kwekhwalithi kuqinisekisile le miphumela, kugqamisa izinzuzo zokufunda ezingokoqobo, ukusebenzisana okuthuthukisiwe, impendulo ngesikhathi esifanele, kanye nokwanda kokuxhumana kwabafundi, yize ukuhlukahluka kwamathuluzi okulinganiselwe, izithiyo zengqalasizinda, kanye nekhono lothisha elihlukahlukene kuqhubeka. Ucwaningo luhlose ukwazisa abathintekayo ngesimo samanje sokuhlanganiswa kwe-ICT, izinselele ezibhekene nazo, kanye nokunikeza izincomo zokuthuthukisa imfundo yesayensi eMpumalanga ngokusebenzisa ubuchwepheshe obusekelwe ku-ICT.
