[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593347-105":59,"doc-detail-593347-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","introducing-digital-technology-in-a-rural-classroom-one-teachers-experience","Introducing Digital Technology in a Rural Classroom - One Teacher’s Experience","","Introducing digital technology in rural schooling remains largely rhetorical, with limited sustained effort and weak digital leadership at principal level. This study examines computer simulation as a form of digital technology through auto-ethnography, reflexivity, and action research. Results show digital technology use for teaching as a situated sense-making process shaped by contextual demands. The study proposes a contextualized technology-driven pedagogy that supports inclusive learning outcomes, though findings are more descriptive than prescriptive.",{"@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/introducing-digital-technology-in-a-rural-classroom-one-teachers-experience/593347/",{"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/introducing-digital-technology-in-a-rural-classroom-one-teachers-experience/593347.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","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},"Why is digital technology integration described as mainly rhetorical in rural schools?","Question",{"text":112,"@type":113},"The text states that the talk of integrating digital technology resonates in the school community but remains largely rhetorical, with little interest or sustained effort to promote it as a pedagogical tool.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method is used to explore computer simulation as digital technology?",{"text":117,"@type":113},"Computer simulation as a form of digital technology is explored through auto-ethnography, reflexivity, and action research.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about how teachers use digital technology when teaching?",{"text":121,"@type":113},"Findings describe technology use as a sense-making process that responds to contextual and situational demands, producing emergent affordances between technology and pedagogy.","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},593347,1792210076,{"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":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Introducing Digital Technology in a Rural Classroom: One Teacher’s Experience  \nBy Maxwell Tsoka∗ & Jeanne Kriek±  \nDigital technology (DT) does not come with a ‘menu’ of what teachers can select to transform their instructional practices; it is through use and reflection in/on practice that potential affordances are abstracted. Computer simulation (CS) as DT was explored through auto-ethnography, reflexivity, and action research. The findings ofthe study revealed that the use of DT when teaching is a sense-making process employed to respond to the contextual and situational demands of the concerned teacher. It is a dynamic and unpredictable situated practice that is focused on the emergent affordances resulting from the interface between technology and pedagogy. The aim is to craft a ‘contextualized’ technology-driven pedagogy to meet the teaching and learning needs of learners in rural schools. It is a professional learning activity that develops self-knowledge and skills that enrich the knowledge base of the individual teacher. Such knowledge contributes to practice innovation, where DT is adopted and adapted to make learning interesting and inclusive and where it engages learners in constructing their knowledge and developing skills to achieve set learning outcomes. The findings are more descriptive than prescriptive since teaching endeavours cannot be cloned but could assist other teachers who might be interested in using DT in their specific contexts.  \nKeywords: digital technology, learning, reflection, rural schools, teaching  \nIntroduction  \nWhile the talk of the need to integrate digital technology (DT) into teaching and learning resonates and continues to reverberate within the school community, it remains largely rhetorical in rural schools. There is no interest or sustained effort to promote the integration of DT as a pedagogical tool (Botha et al., 2017). There appears to be a lack of digital leadership in rural schools on the part of principals. Much of the existing literature claims that the principal's digital leadership affects technology integration in schools (Greaves et al., 2010; Raman & Thannimalai, 2019). Thus, it is not perplexing and surprising that, despite the existence of three key education policies on information and communication technology (ICT), nothing substantial to reflect the appropriation and embodiment of such policies in teaching and learning has been observed, especially in rural schools (Vandeyar, 2021). The three education policies are the e-Education policy (Department of Education [DoE], 2004), the Guidelines for Teacher Training and Professional Development in ICT (Department of Basic Education [DBE], 2007), and the  \n∗Lecturer, University of Venda, South Africa.  \n±Professor, College of Science, Engineering & Technology, University of South Africa, South Africa.  \nProfessional Development Framework for Digital Learning (DBE, 2018) . The eEducation policy was crafted to develop public schools as e-schools (by the year 2013), with the primary intention of improving teaching and learning in schools. The Guidelines for Teacher Training and Professional Development in ICT (DBE, 2007) stipulate information and communication technology (ICT) knowledge and skills as a prerequisite to effectively implement the national school-based curriculum, while the Professional Development Framework for Digital Learning (DBE, 2018), is aimed at developing teachers’ digital skills, to promote and facilitate learning with ICT tools and digital resources.  \nUnfortunately, the e-Education policy has either found its way onto school shelves or is still swirling around in the clouds above without being implemented on the ground (Vandeyar, 2021). Unfortunately, the policy has suffered a stillbirth in its implementation in rural schools. Arguably, the lack of digital leadership is hampering visionary planning, excellence in professional practice, the creation of a digital age learning culture, and system imp","cbCaise42ptYlIYW","https://ap.wps.com/l/cbCaise42ptYlIYW","pdf",211221,"English","# Introduction\n## Policy context for ICT and digital learning\n## Research question and instructional practice focus","[{\"question\":\"Why is digital technology integration described as mainly rhetorical in rural schools?\",\"answer\":\"The text states that the talk of integrating digital technology resonates in the school community but remains largely rhetorical, with little interest or sustained effort to promote it as a pedagogical tool.\"},{\"question\":\"What method is used to explore computer simulation as digital technology?\",\"answer\":\"Computer simulation as a form of digital technology is explored through auto-ethnography, reflexivity, and action research.\"},{\"question\":\"What do the findings suggest about how teachers use digital technology when teaching?\",\"answer\":\"Findings describe technology use as a sense-making process that responds to contextual and situational demands, producing emergent affordances between technology and pedagogy.\"}]","Introducing Digital Technology in a Rural Classroom - One Teacher’s Experience | PDF",1792077098]