Abstract
This research explores teachers' perceptions concerning the incorporation of Information and Communication Technologies (ICTs) in the teaching and learning of FET geography in selected schools in the Zululand District, in the Province of KwaZulu Natal in South Africa. This research explored how ICTs are used by teachers in teaching and learning of FET geography, the challenges and progress they experienced and their perceptions of optimising the integration of ICTs in their teaching. The research uses a qualitative research method, and a case study design was adopted, data was collected through seven (7) structured interviews and two focus groups, one focus group had four (4) teachers and the other had two (2) teachers, making a total sample of thirteen (13) FET geography teachers from selected schools. The study adopted the constructivist interpretivist paradigm. The findings of the research reveal many challenges around the integration of the ICTs, including the lack of ICTs, lack of pedagogical skills to use ICTs, and lack of ICT policies, nevertheless, significant benefits for both teachers and learners are visible with the little that is available. Teachers’ perceptions when incorporating ICTs in the teaching and learning of FET geography is positive and can be improved if policymakers, school communities and the departments of education attend to the challenges identified. This study adds to the existing knowledge of the difficulties and achievements experienced during the ICTs’ integration into FET geography teaching and learning in selected schools in the Zululand District. It further proposes strategies to improve perceptions of teachers when integrating ICTs and ensuring their efficiency in the teaching and learning of FET geography and in general.
Keywords: Teachers’ Perceptions, ICTs Integration, Teaching and Learning, FET Geography, Zululand District