Abstract
Abstract : The purpose of the study is to determine the experiences of educators who use ILEDBs in the teaching and learning process in their classrooms. The paradigm within which the study was located is positivist and the overall design was quantitative. The specific design genre adopted was a survey. The population was comprise of educators from Gauteng East and Ekurhuleni North district in Gauteng province. It is from this population that a total sample size of 73 respondents was sampled. Data was collected through structured, closed-ended questionnaires. Among the key findings of this study was, the use of ILEDBs provides some advantages to the course content especially in as far as making more visual teaching aids, increasing the attention span of learners, making the lessons more enjoyable, and promoting a learner-centred approach to teaching and learning as well as facilitating discussions on the content delivered in class and in promoting collaborations and authentic learning activities in the schools and classroom situations. The chief conclusion of the study was that educators who have sufficient and necessary skills to deliver the learning content to learners find it enjoyable and their learners derive a great deal of pleasure in learning. Following from this, it can therefore be concluded that educators are on adaptation level in terms of using ILEDBs since they are able to use technology to enrich their curriculum.The study recommended, among other things that although educators display a sound technical knowledge, technical content knowledge, and technical pedagogical knowledge, the GDE needs to build the necessary capacity to help them integrate the pedagogy, the content and technology in their teaching and learning. It is also further recommended that there be subject specific capacity developmental workshops and forums or training sessions that focus on developing educators on how they can improve their teaching and learning processes and approaches using ILEDBs, with special emphasis on integrating technology, pedagogy and content in their teaching and learning processes in schools.
M.Ed. (ICT in Education)