Challenges Hindering the Effective Integration of Technology in Teaching and Learning in Secondary Schools in Vhembe West District of Limpopo Province

Abstract

The utilisation of technology within educational institutions has emerged as an effective means of facilitating the teaching and learning processes. However, this paradigm shift towards technology-enhanced education is not without its challenges. The emergence of COVID-19 exposed the urgency of technological proficiency among both teachers and learners, particularly in the implementation of remote teaching and learning methods. Schools and teachers had to swiftly adapt to accommodate technology in their teaching practices, whether through virtual classrooms or online learning platforms. The study sought to investigate the technological challenges hindering an effective integration of technology in the teaching and learning process in secondary schools in Vhembe West District of Limpopo Province. Limpopo Province is predominantly rural, where only a limited number of schools possess the resources required for effective technological integration in education. This research used the Unified Theory of Acceptance and the Use of Technology (UTAUT). The study adopted a qualitative research design, involving face-to-face interviews to collect data from five secondary schools. Four participants from each school – five principals, five departmental heads, five teachers, and five learners- were purposely chosen, resulting in a total of twenty participants who were interviewed and fifteen learners who completed the open-ended questionnaires. Data collected was transcribed, described, and subjected to manual thematic analysis. Findings revealed that inadequate training, limited technological resources, poor internet connectivity, and insufficient infrastructure significantly hinder effective technology integration. The study recommends the need for the Department of Education to develop a structured teacher training, improved digital infrastructure, and enhanced connectivity to support sustainable technology use in teaching and learning. The Provincial Department of Education should change from temporal device donations to consistent lifecycle approach where districts budget for connectivity, backup power, maintenance with service-level agreements, prioritizing low-power, offline-first tools that function during outages, and redesign professional teacher developments focusing on subject-specific problems and immediate classroom gains.