Abstract:

Information and communication technology (ICT) has revolutionised international education systems, and its use in South African schools, including those in Limpopo Province, has gained momentum. This study explored the potential impact of ICT usage in schools in the Waterberg District, Limpopo, focusing on the benefits, challenges, and overall implications for students, teachers, and the entire education system. The purpose of this article is to explore primary school teachers' views on the use of technology to enhance books and chalkboards for teaching and learning. In this qualitative study, four categories of schools were selected, namely, 2 rural schools, 2 township schools, 2 former model C schools (of which 1 is a boarding school) and 2 private schools. Purposive sampling was used in which interviews were conducted. The article used a qualitative research process, and the research type was a descriptive analysis approach, and the data was analysed by means of thematic analysis. The investigation was guided by blended and digital divide theories in which findings revealed that there were disparities in these schools, and both teachers and learners did not have different experiences. Through thematic analysis, the results of the article indicate that educators are not trained to teach with technology; not all learners have gadgets like smartphones, and poor connectivity and no ICT workrooms in schools. The importance of this investigation is to understand the views of primary school educators regarding the use of ICT to enhance books and chalkboards.

Keywords:

Information and communication technology, Chalkboard teaching, Primary school, educators, school disparity.