Abstract
Integration of information and communication technology (ICT) in the teaching and learning context has been a much-investigated topic in research since the evolution of the 4th industrial revolution, the beginning of the 21st century, and the COVID-19 pandemic. These changes forced teachers to alter their teaching methodologies in order to accommodate the new world changes. Several professional development programmes were also put in place to help teachers adopt ICT into their teaching practices. However, there are still concerns that Teacher Professional Development (TPD) does not cater to teachers’ specific needs with regard to ICT integration. With these needs not catered to, teachers resist integration.
ICT TPD programmes refer to initiatives aimed at enhancing teachers’ skills, knowledge, and confidence in using ICT to support teaching and learning. Incorporating ICT tools in teaching and learning supports the development of 21st-century skills, enhances learning experiences, improves teaching practices, and increases accessibility and flexibility.
This research was conducted to investigate and understand the role of TPD and its implications on townships and urban secondary school teachers’ perceptions towards ICT integration. In order to achieve this research endeavour, an investigation into the body of scholarly knowledge was conducted, focused on the impact of TPD on teacher perceptions. Following a qualitative design, 20 in-service teachers from townships and urban schools of Gauteng participated in a qualitative survey and semi-structured interviews to capture their perceptions of different ICT models. Findings of this research indicate that different TPD models are capable of positively influencing teacher attitudes, confidence, and perceptions towards ICT integration, ultimately increasing their perceptions of student engagement, motivation, and learning outcomes. As such, this study underscores the importance of teacher professional development in ICT integration.