Abstract
The Department of Education introduced the policy on e-Education in 2004, encouraging all teachers to implement technology for teaching and learning. Despite this encouragement, most South African teachers are experiencing many challenges to effectively use technology for teaching and learning in the foundation phase. As a result of the COVID-19 pandemic, schools had to adapt to the use of technology for teaching and learning. This placed most teachers in a compromising situation since teachers were now forced to engage and use technology for education. For this reason, this study promoted us to explore the challenges experienced by foundation phase teachers in using technology for teaching and learning in two schools in one district in Gauteng Province: South Africa. The Technological Pedagogical Content Knowledge framework was used as a lens to understand the challenges experienced by foundation phase teachers. The authors applied a qualitative research approach within the interpretivist paradigm to explore and understand participants' lived experiences of their challenges. Purposive sampling was used to select eight foundation phase teachers from two schools in Gauteng Province. The findings revealed that most teachers experienced challenges due to lack of knowledge and understanding of how to use technology effectively for teaching and learning; a lack of support from management to promote the use of technology and inadequate, inappropriate and outdated technological resources and equipment. Teachers also indicated that they did not enjoy the support from their senior managers and education officials. They recommended that all teachers undergo focused training and development on the use of technology for teaching and learning and that the education department should consult teachers and ensure that all systems are in place prior to mandating the implementation of technology in the foundation phase.