Abstract
With this study we explore the integration of information and communication technology (ICT) in reading instruction in grade 10 in South African schools in the aftermath of the COVID-19 pandemic. The focus is on understanding the role of ICT in enhancing teacher pedagogy and improving reading instruction, while addressing the professional development needs of English teachers to foster digital literacy and teaching efficacy. We recognise that the integration of ICT into classrooms is not merely the introduction of new technology, but a complex process involving the alignment of pedagogical strategies with curriculum expectations and technological advancement. The research underscores the critical need for continuous professional development to equip teachers with the necessary skills to effectively incorporate ICT in reading instruction.
We adopted the technological pedagogical content knowledge (TPCK) framework by Mishra and Koehler (2006) and the substitution, augmentation, modification, and redefinition (SAMR) model by Puentedura (2014) to assess and guide ICT integration. TPCK is used as a diagnostic tool to evaluate the balance between teachers’ technological knowledge, pedagogical knowledge, and content knowledge. The SAMR model provides a structured approach to evaluating the depth of ICT integration, from basic substitution of traditional tools to full transformation of teaching practices through redefinition. Together, these frameworks form the conceptual foundation of the study, enabling a detailed analysis of how ICT is incorporated into reading instruction and how it can be leveraged to transform educational practices.
The key research questions in this study were: How do language learning approaches evolve with the integration of ICT in grade 10 reading instruction?; What are the professional development needs of teachers for effective ICT integration in reading instruction at the grade 10 level?; What challenges do teachers face when integrating ICT into grade 10 reading instruction, and how can these challenges be addressed? The study was designed to address these questions by investigating the experiences, practices, and challenges of English teachers as they incorporate ICT into their teaching.
Using a qualitative research design, we involved four grade 10 English teachers from a secondary school in Cape Town. Data collection methods included document analysis, classroom observations, and semi-structured interviews. Document analysis focused on key policy documents such as the Curriculum and Assessment Policy Statement (CAPS) and the Professional development framework for digital learning, which provide the official guidelines for reading instruction and ICT integration. Classroom observations provided real-time insights into how teachers implement ICT in reading lessons, capturing the interaction between technology and pedagogy in a live classroom environment. Semi-structured interviews allowed teachers to reflect on their experiences, challenges, and attitudes towards the use of ICT, offering a nuanced understanding of their professional development needs and the obstacles they encounter.
The application of the TPCK framework enabled us to assess whether teachers possessed the necessary technological, pedagogical, and content knowledge to effectively integrate ICT into reading instruction. The results reveal that while many teachers demonstrated strong content and pedagogical knowledge, they often struggled with the technological component, particularly in under-resourced settings. The SAMR model, on the other hand, provided a framework to evaluate the levels of ICT integration observed in classrooms. While some teachers operated at the substitution level, merely replacing traditional tools with digital ones, others moved towards augmentation and modification, where ICT enhanced or transformed their teaching practice. However, full redefinition of teaching practice through ICT remained limited, largely due to insufficient professional development and access to resources.
A key finding from the study is the need for sustained and targeted professional development. The analysis of documents such as the Professional development framework for digital learning highlights the importance of ongoing support for teachers to develop the confidence and skills needed to integrate ICTs effectively. Teachers participating in the study expressed a desire for more practical, hands-on training that directly related to the technology they used in the classroom. They also highlighted the need for mentorship and peer support networks to share best practices and troubleshoot challenges related to ICT integration.
The SAMR model emphasises the transformative potential of ICT in education. However, we found that many teachers were unable to achieve the higher levels of the model, such as modification and redefinition, due to barriers such as limited access to reliable internet connection, outdated hardware, and inadequate training. For example, teachers reported that their schools lacked sufficient computers, projectors, and smartboards to fully integrate ICT into their teaching. In addition, compatibility issues between different software platforms and hardware further complicated their efforts to use ICT effectively. These challenges are consistent with those found in other studies such as Blanchet, Badi, and Elaggoune (2022) and Ozdemir (2017), who identified resource constraints as significant obstacles to ICT integration in education.
We also identified potential solutions to these challenges, including the development of a custom generative pre-trained transformer (GPT) model tailored specifically to assist teachers in integrating ICT into reading instruction. This model, grounded in the findings of this study, offers practical, real-time advice on balancing technological, pedagogical, and content knowledge according the TPCK framework. Additionally, the GPT would guide teachers through the stages of the SAMR model, helping them progress from basic substitution of tools to the redefinition of teaching practices. It would also address technical issues that teachers face, such as connectivity problems or software incompatibility, and provide alternative lesson structures for under-resourced environments. By offering context-specific guidance, this tool could play a significant role in helping teachers overcome the challenges identified in the study.
While we focused primarily on the TPCK and SAMR frameworks, we also recognise the importance of contextual knowledge (CK), as highlighted by Taylor and Van der Merwe (2022). CK helps teachers navigate the specific challenges of their environments, such as limited access to technological resources or varying levels of student engagement with ICT. Incorporating CK into future studies would provide a more comprehensive understanding of how teachers in different contexts can effectively integrate ICT into their teaching practice. For instance, in under-resourced schools, teachers may need to adapt ICT strategies to align with the available resources, demonstrating creativity and resilience in the face of constraints. This flexibility is crucial for achieving the higher levels of ICT integration outlined in the SAMR model.
The study findings underscore the need for professional development programmes that go beyond introducing teachers to new technology. These programmes should focus on helping teachers balance their technological, pedagogical, and content knowledge, as emphasised by the TPCK framework. Additionally, such programmes should offer support to help teachers move through the stages of the SAMR model, ultimately enabling them to transform their teaching practice through the use of ICT. The study also highlights the importance of policy development that prioritises ICT access and support for teachers in resource-limited schools, ensuring that all educators have the tools and training necessary to succeed in a digital teaching environment.
In conclusion, this study contributes to the growing body of research on ICT integration in education by applying the TPCK and SAMR frameworks to the specific context of grade 10 reading instruction in South Africa. In this article we highlight the potential of ICT to transform reading instruction when supported by adequate professional development and resources. The development of a custom GPT model, based on the findings of this study, offers a promising solution for addressing the challenges that teachers face in integrating ICT into their teaching practice. Future research should continue to explore how contextual knowledge can further enhance the integration of ICT in diverse educational environments, particularly in resource-constrained settings. Through a comprehensive approach that includes TPCK, SAMR, and CK, teachers can be better equipped to leverage the full potential of ICT in their classrooms.
Keywords: curriculum integration; ICT; professional development; reading instruction; teacher pedagogy; under-resourced schools