Abstract
This study explores the experiences and perspectives of Foundation Phase teachers from a quintile three school in Mthatha, Eastern Cape, regarding the digital integration training programs offered by the Eastern Cape Department of Education (ECDOE) and its partners. Although digital technologies are widely acknowledged as essential in today’s classrooms, many teachers working in under-resourced schools continue to face difficulties incorporating these tools into their teaching, even after attending training sessions.
The study explores how teachers perceive the usefulness of the training they received, the challenges they encounter when applying digital tools in their lessons, and how their training has influenced their classroom practices. A qualitative approach was used, with data collected through surveys and semi-structured interviews involving seven Foundation Phase teachers. The researcher, who is also a teacher at the same school, conducted the study from an insider’s viewpoint.
The research is guided by two theoretical models: the Unified Theory of Acceptance and Use of Technology (UTAUT), which examines factors such as performance expectations, ease of use, social influence, and available support systems; and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model, which assesses the depth of technology integration from basic substitution to transformative teaching methods.
The findings shows that while teachers appreciate the importance of digital integration, they are constrained by short training durations (usually two to three days), limited ongoing support, and a lack of alignment with their specific teaching needs. The study recommends more sustained, context-aware professional development programs that better support Foundation Phase teachers in the Eastern Cape.