Emergency remote teaching during COVID-19: an examination of selected secondary school teachers’ experiences on technology integration in Namibia
DOI:
https://doi.org/10.17159/m8jk2q35Keywords:
integration of technology, emergency remote teaching, TPACK, continued education, pedagogical strategiesAbstract
This study examines the experiences of secondary school teachers in Namibia in integrating technology during emergency remote teaching (ERT) necessitated by the COVID-19 pandemic. Aided by the TPACK framework and an interpretive qualitative case study approach. The data were gathered through semi-structured interviews of 17 secondary school teachers selected using purposive sampling. Findings revealed teachers innovatively employed available technological resources to ensure continuity of education, sharing and customising instructional content to promote student interaction. The study also found a significant role for parental involvement in supporting ERT. However, the integration of technology in the transition to ERT was associated with challenges, including lack of access to digital technologies, technical glitches, and maintaining student engagement. Unexpectedly, feelings of professional isolation were also reported among teachers, potentially due to the abrupt shift to online teaching lacking conventional face-to-face professional collaboration. The research underscores the importance of adequate digital literacy skills, essential technological resources, and the role of policymakers and educators in creating effective tactics to overcome emerging challenges. The findings suggest technology can significantly enrich and support educational continuity in crisis situations.
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