Abstract
Technology is becoming increasingly recognised as an important tool in the teaching and learning process. Although schools have access to Information Communication Technology (ICT) infrastructure, many history teachers are still reluctant to integrate technology into their teaching and learning. The study aimed to explore teachers' experiences and perceptions when integrating digital technology to teach history in primary schools.
The theoretical framework of Cultural-Historical Activity Theory (CHAT) provided an overarching lens for examining teachers' experiences of integrating technology to teach history. In this study, a generic qualitative design approach was utilised to collect data from six history educators teaching in two full Information and Communication Technology (ICT) primary schools in Soweto, Johannesburg. I used semi-structured interviews and observations to collect data which were analysed using content analysis.
The findings that emanated from this research highlighted the challenges that teachers experience when integrating ICT into teaching history. These are related to challenges linked to age, a stable internet connection and technical issues experienced with the devices provided. The second finding pointed to teachers experiencing several affordances when integrating technology into their teaching. These include technology enabling teachers to better manage their time in the classroom to teach history, improving the quality of teaching and improving the quality of learning. Here, teachers demonstrated confidence and an understanding of the relationship between content, pedagogy, and technology, and did not treat technology as an add-on. However, alongside data that confirm teachers’ familiarity and use of digital tools, a closer look at the data also suggests their use of so-called traditional teacher-centred pedagogies supported by tools such as PowerPoint, the use of videos, and the SMART board.
The final theme confirms that teachers’ experiences with the training were not always positive and needed to take into consideration their individual needs and their availability. It would seem that information such as who the teacher participants are, their level of prior knowledge and experiences, and their needs were not taken into
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consideration before the training commenced. In this research, attitudes and dispositions were largely instrumental in how learning in professional development workshops and ongoing training was embraced. Improved confidence from teachers resulted in expanded learning opportunities and experimentation with the use of technology in teaching history in ways that makes learning more real and relevant.
Keywords: Cultural-historical activity theory (CHAT); Learning; Teaching history; Information and Communication Technology (ICT); Primary school.