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Perceptions of educator’s digital competencies for technology integration into grade 7 curriculum delivery
Author(s)
Cloete, Clifford Jerome
Date Issued
2026
Type
master thesis
Publisher
Cape Peninsula University of Technology
Abstract
This study examines the grade 7 teachers’ perceptions regarding implementing digital
technology in primary schools in South Africa when delivering the curriculum. Even
though national and provincial education policies advocate increasing the pedagogical
use of digital technologies, evidence points out that meaningful classroom integration
varies. The qualitative research methodology that followed was based on an
interpretivist paradigm and guided through Technological Pedagogical Content
Knowledge (TPACK). The data set consists of semi-structured interviews and reflective
journals as well as non-participant observations from purposively selected Grade 7
educators teaching in public primary schools located within Western Cape Province.
Due to the lack of availability of participants during research period the researcher was
only able to include six participants in the study. Analysis has been thematically done
based on themes reflecting patterns in educators' perceptions about digital
competence, professional development experiences, and contextual constraints.
Educators have basic technological proficiency and understanding of the value that
digital devices bring to teaching and learning but complain that they find it difficult
pedagogically to integrate these tools towards enhanced learner engagement as well
as curriculum delivery. Professional development was fragmented by imperative
institutional and contextual challenges that continued to pervade the environment, thus
calling for sustained, curriculum-aligned professional development and even more
robust support at a school level for meaningful integration of technology at Grade 7
level.
technology in primary schools in South Africa when delivering the curriculum. Even
though national and provincial education policies advocate increasing the pedagogical
use of digital technologies, evidence points out that meaningful classroom integration
varies. The qualitative research methodology that followed was based on an
interpretivist paradigm and guided through Technological Pedagogical Content
Knowledge (TPACK). The data set consists of semi-structured interviews and reflective
journals as well as non-participant observations from purposively selected Grade 7
educators teaching in public primary schools located within Western Cape Province.
Due to the lack of availability of participants during research period the researcher was
only able to include six participants in the study. Analysis has been thematically done
based on themes reflecting patterns in educators' perceptions about digital
competence, professional development experiences, and contextual constraints.
Educators have basic technological proficiency and understanding of the value that
digital devices bring to teaching and learning but complain that they find it difficult
pedagogically to integrate these tools towards enhanced learner engagement as well
as curriculum delivery. Professional development was fragmented by imperative
institutional and contextual challenges that continued to pervade the environment, thus
calling for sustained, curriculum-aligned professional development and even more
robust support at a school level for meaningful integration of technology at Grade 7
level.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2026
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