Utilising ICT for classroom teaching and learning: Practices among South African teachers.

Authors

  • Dikeledi Eva Matlala University of Pretoria
  • Marien Alet Graham University of Pretoria
  • Karen Roux University of Pretoria

DOI:

https://doi.org/10.17159/ppfn4g11

Keywords:

ICT, Assessment, Digital competency, Technology, TPACK

Abstract

This research considered South African primary school teachers’ use of Information Communication and Technology (ICTs) in the domains of English First Additional Language, mathematics, and natural sciences. Utilising the Technological Pedagogical Content Knowledge (TPACK) framework, the study explored what ICTs are being used for assessment purposes and how ICTs are being used. Employing a mixed-method approach within a pragmatist paradigm, a survey designed by the researchers was administered to teachers with a minimum of five years of experience. Quantitative analysis of closed-ended questions revealed that commonly used ICT tools included personal computers, the internet, intranet, and mobile devices, whereas outdated technologies like CDs and DVDs were seldom utilised. Surprisingly, newer ICTs, such as WhatsApp, were not as frequently employed as anticipated. Qualitative insights demonstrated that teachers harnessed ICTs for various functions, including formative and summative assessments, multimedia learning, personalised learning, resource discovery, engagement with educational platforms, and document handling. The findings revealed that social impact on behavioural intention was the only significant effect. Highlighting the critical role of peer and institutional support structures to encourage ICT adoption. Additionally, addressing resource and infrastructure gaps, alongside targeted training and capacity development, is crucial for enabling effective ICT-based assessment in South African primary schools. 

Author Biographies

  • Dikeledi Eva Matlala, University of Pretoria

    Dikeledi Eva Matlala is dedicated to shaping the future in the realm of assessment. She is currently a teacher at Fatlhogang Primary School in Hammanskraal Stinkwater, South Africa. Holding the esteemed position of Departmental Head in the Intersenior Phase, her duties include controlling, monitoring and managing mathematics, natural sciences and technology and English First Additional Language. Sheplays a vital role in coordinating assessments within the school. Additionally, she serves as the Provincial Moderator for Natural Sciences, reflecting her commitment to maintaining high standards in education.

  • Marien Alet Graham, University of Pretoria

    Professor Marien Graham has an extensive research portfolio encompassing numerous sole-authored publications and collaborative projects with esteemed scholars from South Africa and around the world. Her work has made significant contributions across multiple disciplines, including education, healthcare, and social issues. A frequent presenter at both national and international conferences, she holds a C3 rating from South Africa’s National Research Foundation (NRF) and serves on the NRF’s rating committees. In recognition of her academic excellence, she was awarded the 2023 Research Medal by the Education Association of South Africa. 

  • Karen Roux, University of Pretoria

    Dr Karen Roux is an advocate for equivalent assessments and reading literacy. With a wealth of experience, she has actively contributed to three cycles of the PIRLS as part of the team that conducts the study in South Africa. In her role, she notably served as a key member of the instrument development team, where she focused on the development, adaptation, and ensuring equivalence of PIRLS assessments across the country’s 11 official languages. Her commitment to excellence has been recognised with the prestigious Bruce H. Choppin Memorial Award for Outstanding Doctoral Research in October 2021. 

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Published

10-12-2025

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Vol. 20 No. 2 (2025): The Independent Journal of Teaching and Learning

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Matlala, D. E., Graham, M. A., & Roux, K. (2025). Utilising ICT for classroom teaching and learning: Practices among South African teachers. The Independent Journal of Teaching and Learning, 20(2), 70-92. https://doi.org/10.17159/ppfn4g11

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