Abstract
Blended learning has gained significant traction in the aftermath of the disruptions caused by the Covid-19 pandemic. An increasing number of countries have embraced integrating Information and Communication Technology (ICT) tools in educational practices, a sentiment that the Department of Education has adopted. This study seeks to examine the advantages of incorporating ICT tools in teaching and learning poetry to English First Additional Language learners. Specifically, the study explores the affordances of integrating ICT tools to link unfamiliar concepts in poetry with contemporary concepts. The study's sample comprises Grade 11 teachers who are responsible for teaching the poetry genre in schools within the Mafikeng Sub-district of the Ngaka Modiri Molema District, under the jurisdiction of the North West Department of Education.
The study used a qualitative approach and conducted face-to-face, semi-structured interviews. Purposive sampling techniques were employed to select seven EFAL English First Additional Language (EFAL) poetry teachers, with two from urban schools, three from township schools, and the remaining two from rural schools. Among the selected schools, three are previously disadvantaged and classified as quintiles 1 to 3.
The main findings from this study indicate that ICT tools improve the teaching and learning of poetry. Interviews conducted with the teachers revealed that the use of multisensory ICT materials captures the attention of students and increases participation during lessons. Additionally, ICT tools simplify unfamiliar concepts and improve comprehension. They also improve critical thinking and enhance learner performance. The findings also reveal that the Department of Education supports the integration of ICT by providing resources to formerly disadvantaged schools. However, although there is a concerted effort from teachers to implement the strategy, there are still infrastructural challenges limiting its implementation. While teachers acknowledge the benefits of integrating ICT, they still lack support in terms of training and workshops
to perfect their skills. This study offers recommendations on policy reform, teacher training, and infrastructure to enhance the use of ICT in teaching poetry.