Abstract
Information and Communication Technology (ICT) tools are included in teaching and
learning to enhance the effectiveness of teaching and learning outcomes. As such,
the primary goal of this study was to answer the following research question: How
can teaching and learning of English be transformed using ICTs? Using a qualitative,
single case study approach and underpinned by the Technological Pedagogical Content
Knowledge (TPACK) conceptual framework, 14 teachers who teach English using ICTs
were purposively sampled from selected high schools in Soweto. Data were collected
using semi-structured in-depth face-to-face interviews regarding participants’
perceptions, experiences, benefits, and challenges related to transforming teaching
and learning of English using ICTs. The collected data were analysed using thematic
analysis to identify any trends, variations, or insights that might assist with
understanding how teaching and learning of English can be transformed using ICTs.
The findings revealed that teachers teaching English have positive attitudes toward
using ICTs, believing that ICTs make teaching more accessible and allow them to
combine auditory and visual resources in lessons. Likewise, ICTs motivate innovative
teaching and promote constructive learning to enhance learners’ ability to reason,
be creative, solve problems, access and evaluate knowledge, and independently
practice speaking, reading, writing, and listening skills. The use of ICTs
encourages teachers to become technologically proficient and modify their teaching
pedagogy. ICTs allow subject content to be taught using text, graphics, audio, and
video to enhance learning and improve understanding. As such, the use of ICTs
provides personalised learning that can be tailored to the competency level of each
learner.
Similarly, learners develop digital literacy abilities and become more adept at
exploring online resources, which benefits their learning. Digital resources, such
as language learning applications, multimedia resources, and virtual classrooms,
offer learners a varied learning experience. Moreover, ICTs support collaborative
learning through online conversations, debates, role-plays, and virtual group
projects that promote cooperation and communication. Additionally, teachers can use
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ICTs to provide learners with feedback electronically, highlighting errors and
potential development areas. This prompt feedback allows learners to implement
remedial measures to enhance their language skills.
However, despite the various benefits, teachers encountered the following
challenges: power outages, vandalism and theft of ICT infrastructure, non-
functionality of ICT devices, lack of support from ICT technicians in schools, and
learners using ICTs more for entertainment than for educational purposes. Although
teachers received training on integrating ICTs in teaching and learning, this
training needed to be improved. They indicated that more professional development
on effectively integrating ICTs to teach English was necessary for them to reap the
benefits of using ICTs and get a good return on their investment. Furthermore, they
pointed out that ICT training should also be provided to learners to enable their
understanding of using ICTs for learning, which would support effective teaching
and learning. The findings of this study may assist the Gauteng Department of
Education in developing or revising its plans and policies for integrating ICTs in
the teaching and learning of English.
The limitations of this study are as follows: The study focused on teachers teaching
English from seven selected township schools in Soweto in the Gauteng Province of
South Africa. It is, therefore, recommended that subsequent studies include learners
and other township schools in South Africa to obtain a broader perspective on how
ICTs may be used to enhance the teaching and learning of English. Furthermore, the
researcher used a single data collection method, namely, interviews. To obtain a
deeper understanding of how ICTs are integrated, other data collection methods such
as focus group discussions and lesson observations need to be considered.
Key terms: Technological Pedagogical Content Knowledge (TPACK), Information and
Communication Technologies (ICTs), high schools, English, Teaching and Learning.