Integration of educational technology resources in Life Skills education in rural South African primary

Abstract

The integration of educational technology (EdTech) into Life Skills education offers important opportunities to improve teaching and learning in rural South African primary schools, despite persistent contextual challenges. This study explored how EdTech resources are integrated into Life Skills teaching across ten rural primary schools. Lensed by the interpretivist paradigm, the study adopted a qualitative case study design to gain an in-depth understanding of teachers' experiences. Data were generated through semi-structured interviews, classroom observations, and reflective activities, and analysed using inductive and deductive thematic analysis. The Technological Pedagogical and Content Knowledge (TPACK) framework informed the interpretation of the findings, while credibility, dependability, transferability, and confirmability ensured trustworthiness.

The study comprises six chapters covering the study background, literature review, theoretical framework, methodology, findings, and conclusions. The findings identified three levels of technology integration: structured, unstructured, and non-structured. Teachers' technology use was often inconsistent because of inadequate infrastructure, limited professional development, and insufficient institutional support. The study recommends that the Department of Basic Education and curriculum developers provide clear curriculum guidelines and a structured framework for EdTech integration. Such guidance would strengthen teachers' technological pedagogical knowledge and promote meaningful, consistent technology integration in resourceconstrained rural schools.