History teacher strategies coded and grouped

Adapting Rogers’ Diffusion of Innovation theory (2003) to reflect the South African context, we investigated teacher-led strategies to enhance information and communication technology (ICT) integration practices of history teachers. Despite national policies and strategic plans, actual uptake by history teachers is dissimilar. We wanted to design a history teacher-led strategic ICT integration framework for schools in the district to reinforce history teachers’ integration practices. The sample consisted of 6 teachers from Mangaung schools with varying access to ICT infrastructure. Various components of the strategic framework emerged from interviews, subsequently incorporated into a broader framework. Empirical research suggests that this strategy alone could not improve history teachers’ ICT integration practices. Conversely, we found that an integration framework first requires a foundation before implementing ICT in history classrooms. We recommend that the DBE consider the rationale of this framework. Future research could monitor its implementation and impact for adaptation and refinement.