Perceptions of educator’s digital competencies for technology integration into grade 7 curriculum delivery

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 from purposively selected Grade 7 educators teaching in public primary schools located within Western Cape Province. 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.