Abstract
This study examined the use of digital resources in grade 10 Life Sciences teaching and
learning in South African rural, township and urban schools. The inquiry adopted a mixed
method approach as part of exploratory descriptive survey design and involved purposively
selected grade 10 Life Sciences teachers and learners as participants. Quantitative data was
collected through the administration of a questionnaire with the participants. Qualitative data
was collected through semi-structured interviews and classroom observations. The empirical
investigation was underpinned by the Conceptual Framework for Second Information
Technology in Education Study as the underlying conceptual framework. Key findings
emanating from the study demonstrated that coherent integration of digital technologies in
grade 10 Life Sciences teaching and learning in rural and township schools was largely
hampered by general lack of resources. In addition, grade 10 Life Sciences teachers in selected
rural and township schools exhibited inadequate technological pedagogical content knowledge.
While teachers in rural and township schools adopted various pedagogical strategies when
integrating technology in Life Sciences teaching and learning, coherent implementation of
contemporary teaching approaches such as inquiry-based learning and self-directed learning
remained an arduous task. Life Sciences teachers in urban schools demonstrated adequate
technological pedagogical content knowledge which paved the way for meaningful integration
of digital technologies in grade 10 Life Sciences teaching and learning. The teachers
demonstrated a positive disposition about the pedagogical affordances of the use of digital
technologies as an innovative means to realise stipulated educational outcomes. Theoretical
implications for pedagogic innovation are discussed.
Keywords: Digital resources, Life Sciences, TPACK, pedagogic innovation, digital
transformation.