Exploring teachers’ use of technological pedagogical knowledge in teaching subjects in rural areas

Abstract

AIM/PURPOSE : The current study explored how Technological Pedagogical Knowledge (TPK) influences teachers’ delivery of subject content. BACKGROUND : The potential value of Fourth Industrial Revolution (4IR) devices is lost if teachers do not integrate them into their instructional practices. Technological Pedagogical Knowledge is one of the components of Technological Pedagogical and Content Knowledge (TPACK), and it can assist teachers in providing learn-ers with the best classroom learning environment while integrating digital de-vices in the delivery of lessons. METHODOLOGY : The descriptive qualitative multiple case study was conducted at five secondary schools in the rural Bojanala District. Five teachers from five schools voluntarily participated in semi-structured interviews and a document analysis. The thematic analysis of the collected data informed the results of this study. CONTRIBUTION : This study contributes to the identification and exploration of the role of TPK in enhancing the integration of 4IR devices into rural secondary schools’ in-structional practices. FINDINGS : The study reveals the limited integration of digital devices in teaching due to a lack of infrastructure, a lack of comprehensive understanding of TPK, and the absence of information and communication technologies (ICT) policies at the school level. By analyzing existing policies (or the lack thereof), the study could explain the disconnect between the integration of TPK.