Abstract
With the increasing permeation of digital technologies in society and teaching practice, the integration of digital learning was made a goal for the national Department of Basic Education (DBE), particularly since its adoption of the e-Education White Paper in 2004. The context for the adoption of digital learning escalated dramatically since the onset of the COVID-19 pandemic. The purpose of this study was to explore the perceptions, views, challenges, and suggestions of 21 educators from a quintile-three primary school regarding digital learning under COVID-19 circumstances. The research was also conducted from my own perspective as an educator at the school under the study. Through the use of Technological Pedagogical And Content Knowledge (TPACK) as a theoretical lens to analyze educators’ perceptions of digital learning, and drawing on the DBE digital learning policy frameworks, the study’s focus area was on the ‘knowledge’ perspective, particularly the educators’ technological knowledge (TK) which ought to be integrated with content (curriculum) knowledge (CK) and pedagogical knowledge (PK) when educators teach their learners in context. Adopting a mixed-method approach using a quantitative survey and qualitative interviews as part of a single descriptive case study, the key findings included that educators lacked access to technology infrastructure, the necessary resources crucial for digital learning, as well as necessary training on integrating digital technologies when teaching their learners. The study also revealed more challenges faced by educators in the facilitation of teaching and learning under the pandemic restrictions, exacerbated by the implementation of rotational timetables in public schools. It found that educators’ perceptions were that digital learning for quintile-three schools will be possible if high-enrolments that lead to overcrowded classrooms can be resolved; the strengthening of safety at public schools due to the high crime rate can be addressed; educators' need for continuous training and professional development in digital learning; and digital learning be introduced as early as the Foundation Phase of schooling. Hence, the recommendations of the study include further research on the conditions under which educators are required to integrate digital learning, from their perspective and the acceleration of continuous professional development and training programs for educators on digital learning that address the real obstacles which hinder the integration of digital learning when teaching their learners.