Abstract
Digital competencies of grade 9 township teachers in the Sedibeng East District Information and Communication Technology (ICT) holds the promise to transform education and improve teaching and learning. Yet, the adoption of technology integration for teaching and learning is not evident in the Sedibeng East District. This study reviews the digital competencies of grade 9 township teachers in the Sedibeng East District with a focus on digital literacy. This research is theorised by the Technological, Pedagogical and Content Knowledge (TPACK) framework. This study was conducted from a constructivist paradigm and presents findings based on a basic qualitative research design and reporting method. This study suggests that the role of teachers is crucial in realising education’s promise to transform education. For education to become relevant to the digital needs of society, teachers must adopt and adapt to new approaches and pedagogies to teaching. Furthermore, access to ICT is acknowledged as a barrier to ICT integration, however, this study rather focuses on the gaps in knowledge about and the application of technology for effective teaching as a contributor to the digital divide. This study also reiterates that there is much more to education than the tool that is used to deliver it. Although teachers are seemingly competent in basic digital skills, the findings of this study reveal the need for teacher development and training in advanced digital literacy and skills. Furthermore, the findings suggest that teachers must become knowledgeable in the various knowledge domains of the TPACK if they want to take on the roles of the 21st century educator.
M.Ed. (Information and Communication Technology in Education)