Technology integration during teaching and learning: the COVID-19 context

Abstract

Background: The aim of this paper was to explore how the Fourth Industrial Revolution shapes teaching and learning during COVID-19 in some of the schools located in the Gauteng and Mpumalanga provinces, South Africa. This paper employed qualitative interpretative multiple case study design. Purposive sampling was used to sample our participants. Methods: We selected four teachers who separately taught at the early childhood development stage, intermediate phase, senior phase, and further education and training phases. Data was collected telephonically through semi-structured interviews with teachers from Limpopo, Gauteng and Mpumalanga provinces of South Africa. Data was collected from their experiences of COVID-19 from 2019 to 2021. Collected data was analysed using a typology approach whereby themes that derived from the literature reviewed and research questions were used. Results: We inferred from the results of the paper that teachers had challenges with teaching and availability of learning resources, such as limited access to internet and socio-economic backgrounds, which hindered the integration of the Fourth Industrial Revolution in the teaching and learning process. There were also challenges related to teachers’ background on the usage of the Fourth Industrial Revolution and the lack of school management teams support. The paper revealed that the integration of the Fourth Industrial Revolution in teaching and learning was affected negatively by the existence of the above-mentioned challenges, which needs to be addressed. Conclusions: Therefore, we recommended that the government and stakeholders within the education sector provide resources such as smart-boards, computers, and network access in schools lacking such facilities, as well as providing professional development interventions and training teachers to have an in-depth understanding of the Fourth Industrial Revolution within the teaching and learning context.