Integration Techniques of ICT in the Teaching and Learning of Social Sciences in the Intermediate Phase

Abstract

South Africa, as a developing country, is also seen to be persevering in integrating Information and Communication Technology (ICT) into education across various curricula. Unfortunately, there are limited studies that have explored this in association with the Social Sciences (SS) subject in the country. Evidence shows the country is lagging, with only two of the nine provinces showing satisfactory progress in the adoption of ICT in teaching and learning. Hence, this qualitative case study, guided by the Diffusion of Innovations Theory (DOI), aimed to explore SS teachers’ experiences with integrating ICT into their teaching practices. Data collection was conducted through interviews and observations of six teachers from three schools in the Motheo District, Bloemfontein. Findings highlight that the majority of teachers are using technology for the teaching and learning of SS in diverse ways, such as lesson preparation, lesson presentation, homework, research, and assessment. It therefore concludes that continued adoption of ICT is highly likely and calls on the government, teachers, and policymakers to each take the initiative to advance education through technology.