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TPR is shaped through real classroom practice, where teachers learn to use technology in situ. The teacher identified computer simulations (CS) as curricular materials with potential to transform how physical sciences are taught in rural schools, with benefits informed by the TPR framework.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-south-african-rural-teachers-experience-with-technological-pedagogical-reasoning/600246/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-south-african-rural-teachers-experience-with-technological-pedagogical-reasoning/600246.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the study?","Question",{"text":112,"@type":113},"The study focuses on narrating a digital novice South African rural teacher’s experiences of using technological pedagogical reasoning (TPR) and integrating digital technology for instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the study emphasize technological pedagogical reasoning (TPR)?",{"text":117,"@type":113},"TPR is presented as something developed in real teaching practice, requiring teachers to gain experiences learning to teach with technology in their actual classes.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do computer simulations (CS) play in the teacher’s practice?",{"text":121,"@type":113},"The teacher found computer simulations to be curricular materials with potential to transform teaching of physical sciences in South African rural schools, and their benefits were explained through the TPR framework.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600246,1792162365,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>| A South African Rural Teacher’s Experience with Technological Pedagogical Reasoning |\n| --- | --- |\n\nMaxwell Tsoka, University of Venda, Jeanne Kriek, University of South Africa, & Byung Seo, Chicago State University  \nAbstract  \nThis study sought to narrate the experiences of a digital novice South African rural teacher, using technological pedagogical reasoning (TPR). The ubiquity and pervasiveness of digital technology is creating a need for teachers to develop TPR to remain relevant in this ever-changing global teaching community. TPR is developed in the real context of a teacher’s practice; hence, teachers need to have the experiences of learning to teach with technology in their actual classes. In this study, one South African rural teacher found computer simulations (CS) to be curricular materials with the potential to transform how physical sciences can be taught in South African rural schools. Their affordances are many, depending on how they can be manipulated by the user to add value to their pursuits. In addition, they have pragmatic value to the practice of South African teachers. The benefits of using CS were informed by using the technological pedagogical reasoning (TPR) framework. These affordances were relational, uncovered through an active interaction with the technology and the learners. The use of technology in teaching does not come with apedagogical manual; hence, their use by the individual teachers is idiosyncratic. Hence, this creates a need for more research in the use of specific technology while teaching in rural schools to develop a more nuanced understanding of TPR.  \nKeywords: Computer simulations, South African rural teaching, technological pedagogical reasoning  \nIntroduction  \nSchools in South African rural areas are characterized by lack of basic teaching and learning materials, classrooms with adequate furniture, computers and connectivity to the internet (Bo et al., 2018; National Education Infrastructure Management System [NEIMS], 2020) . These challenges not only constrain but perpetuate the teaching of physical sciences via rote learning (Banilower et al., 2018), and it is often characterized by conditions that inhibit rather than support higher-level scientific sense-making by learners (Minner et al., 2010) . Consequently, learners in South African rural schools are at a greater risk of failing due to poor meaningful learning experiences or of dropping out due to repeated failures (Hardy, 2019) . Learners in South African rural schools are highly predisposed to becoming school dropouts, and their opportunities to participate  \nin higher education are limited due to their poor performances (Abotsi et al., 2018; Imoro, 2009) . In addition, learners often matriculate from high school with no long-term retention of what they learned and less interest in additional interests in science (Duncan, 2011) .  \nIt has been observed that many schools in rural areas are exposed to teaching and learning challenges that can be mitigated by technology (Nkula & Krauss, 2014; Salinas, & Sánchez, 2009) . However, the question is, how are teachers going to be persuaded to integrate technology into their routine instruction to provide meaningful learning experiences for their learners? Teachers need to be responsive, in light of the evidence highlighting the efficacy and potential of technology in order to mitigate the perennial challenges that continue to plague the quality, equality and equity in rural schools (Lubin, 2018) . There is evidence associating specific uses of digital technologies in teaching and learning with positive impacts on student outcomes (Tamim et al., 2011; Underwood, 2009). Therefore, teachers must pay attention to the current research. They need to be adaptive and responsive to the stimuli, adopting technology to transform their instructional practices. Collective responsiveness is necessary to improve teaching that has prioritizes learners at the heart of professional lear","cbCaigAMx2OdxVSD","https://ap.wps.com/l/cbCaigAMx2OdxVSD","pdf",421115,18,"English","# Introduction\n## Rural school teaching constraints\n## Need to integrate digital technology\n## Digital divide and teacher barriers\n## Study focus and context","[{\"question\":\"What is the central focus of the study?\",\"answer\":\"The study focuses on narrating a digital novice South African rural teacher’s experiences of using technological pedagogical reasoning (TPR) and integrating digital technology for instruction.\"},{\"question\":\"Why does the study emphasize technological pedagogical reasoning (TPR)?\",\"answer\":\"TPR is presented as something developed in real teaching practice, requiring teachers to gain experiences learning to teach with technology in their actual classes.\"},{\"question\":\"What role do computer simulations (CS) play in the teacher’s practice?\",\"answer\":\"The teacher found computer simulations to be curricular materials with potential to transform teaching of physical sciences in South African rural schools, and their benefits were explained through the TPR framework.\"}]","A South African Rural Teacher’s Experience with Technological Pedagogical Reasoning | PDF",1792090316,45]