The views of grade 7 technology educators on the use of open educational resources in Limpopo Province

Abstract

Open Educational Resources (OER) are increasingly recognised as valuable resources for improving teaching and learning, particularly in contexts where schools face challenges such as limited resources, overcrowded classrooms, and the growing need to integrate digital technologies. This study explored Grade 7 Technology educators’ views on the use of OER in Curriculum and Assessment Policy Statement (CAPS) Technology education in Limpopo Province. The study was located within the interpretivist paradigm and adopted a qualitative case study design. Semi-structured interviews and focus group discussions were used to generate data, and thematic analysis was used to analyse the data from purposively and conveniently sampled Grade 7 Technology educators. The study was based on the Technology Acceptance Model (TAM) and was guided by the criteria of credibility, dependability, transferability, and confirmability to ensure trustworthiness. The findings indicate that educators were guided by three different view levels – personal, verbal, and written – when selecting and using OER, with their personal views being the most dominant. The study further found that educators perceived OER as beneficial in supporting learners’ understanding, engagement and performance in Technology education. However, educators face challenges such as limited technological devices, poor internet connectivity, insufficient training, and time constraints when using and accessing OER. In addition, the study revealed a gap between curriculum planning and classroom practice, indicating insufficient structured support for integrating OER into classroom practice. The study thus recommends that the Department of Basic Education should allocate time for the integration of OER in the Annual Teaching Plan (ATP), continuously train educators on OER use, and improve access to digital infrastructure and resources. The findings can contribute to improving the effective use of OER in Grade 7 Technology education and inform policy and practice.