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A qualitative multicase study involved three South African township secondary school teachers selected for successful ICT pedagogical integration. Findings show teachers built rich learning environments through purposeful, proficient ICT use. The study also highlights alignment between teachers’ espoused and enacted practices, where digital ICTs and non-digital media jointly enhance teaching processes.",{"@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/teachers-technology-and-types-of-media-teaching-with-icts-in-south-africa/590774/",{"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/teachers-technology-and-types-of-media-teaching-with-icts-in-south-africa/590774.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to understand how ICTs are pedagogically integrated to support ICT teacher preparation and promote productive ICT use in classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A qualitative multicase study was conducted with three teachers from three South African township secondary schools, selected for successful ICT pedagogical integration.",{"name":119,"@type":110,"acceptedAnswer":120},"How do teachers’ beliefs relate to ICT-enhanced teaching?",{"text":121,"@type":113},"The extent of teaching enhancement depends on teachers’ pedagogical beliefs about their subject, learner needs, and perceptions of ICT capabilities, which shape the ICT integration process.","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},590774,1792160751,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"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":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 4(3), pp. 124-130, September 2016 ISSN: 2354-2160  \nFull Length Research Paper  \nTeachers, technology and types of media: Teaching with ICTs in South Africa  \nNokulunga Sithabile Ndlovu* and Ian Moll  \nUniversity of the Witwatersrand, 27 St. Andrews Road, Parktown, 2193, Johannesburg, South Africa.  \nAccepted 19 September, 2016  \n\n| ABSTRACT\u003Cbr>This paper intends to provide an understanding of pedagogical integration of ICTs to facilitate ICT teacher preparation that promotes productive use of these digital technologies in the classroom . A qualitative multicase study of three school teachers selected for their successful ICT pedagogical integration into their teaching was conducted in three South African township secondary schools. In the findings, teachers created rich learning environments enhanced by their purposeful and proficient integration of ICTs into their teaching. In addition, there was consistency between the teachers’ espoused and enacted practices as both digital (ICTs) and non-digital media augmented each other in the teaching process.\u003Cbr>Keywords: ICT pedagogical integration, media forms, ICT affordances, enhancement of teaching and learning. |\n| --- |\n| *Corresponding author. E-mail: [Nokulunga.Ndlovu@wits.ac.za](Nokulunga.Ndlovu@wits.ac.za). |\n\nINTRODUCTION  \nEfforts to introduce pedagogical integration of ICTs in South Africa have focused on provision of infrastructure, hardware and software. It has also concentrated on offering basic computer skills to teachers. This has proven insufficient to prepare teachers for effective integration of digital technology at their disposal in order to enhance their teaching practice (Blignaut et al. , 2010; Mofokeng and Mji, 2010; Gudmundsdottir, 2010; Du Plessis and Webb, 2012) . According to Bialobrzeska and Cohen (2005:13),“however good the ICT infrastructure ina school may be and however wide the range of software the school has, these are only as good as the teacher using them . ICT teacher training should therefore go beyond exposing teachers to technology as has been the case, but transcend to how the actual teaching (good or bad) is enhanced by its use”.  \nThe extent to which teaching is enhanced by the use of ICTs depends on the teachers’ pedagogical beliefs about their subject, teaching, learner needs and perceptions about ICT capabilities (Fulton and Torney-Purta, 1999 ; Ertmer, 1999) . These beliefs help expose the role and the value ICTs have in the pedagogical integration process that teachers orchestrate. This study investigates this exposure which has facilitated a description of this  \nprocess. The research question guiding the study is: What contribution do the practices of three South African township secondary school teachers make to an understanding of ICT pedagogical integration?  \nICTs as media for learning and teaching  \nAn ICT tool can offer a wide range of multimodal textsand media forms in a given teaching and learning environment. This makes them more versatile than other teaching resources. Laurillard (2002) has categorised these tools into the following: Narrative, Interactive, Communicative, Adaptive and Productive media. These media are grouped based on their affordances, or what they can do to improve a learning experience. A clear articulation of these affordances is needed to understand how ICTs “can be most effectively used to support learning and teaching” (Conole and Dyke, 2004:113) .  \nMedia forms  \nNarrative media forms are non-interactive and often used  \nto present subject content structure. Laurillard (2002) argues that structure is rarely explicit and is difficult to apprehend. Non-linearity therefore becomes inevitable. It enables the teacher to link its aspects with prior knowledge and other dimensions of the text that make it more explicit. Interactive media forms allow the user to navigate freely and can respond to the user’s input. Instant feedback is its affordance and it plays an","cbCaidlc9y5ODbKG","https://ap.wps.com/l/cbCaidlc9y5ODbKG","pdf",118753,"English","# Abstract\n# Introduction\n# ICTs as media for learning and teaching\n# Media forms\n# ICT pedagogical integration","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to understand how ICTs are pedagogically integrated to support ICT teacher preparation and promote productive ICT use in classrooms.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative multicase study was conducted with three teachers from three South African township secondary schools, selected for successful ICT pedagogical integration.\"},{\"question\":\"How do teachers’ beliefs relate to ICT-enhanced teaching?\",\"answer\":\"The extent of teaching enhancement depends on teachers’ pedagogical beliefs about their subject, learner needs, and perceptions of ICT capabilities, which shape the ICT integration process.\"}]","Teachers, technology and types of media: Teaching with ICTs in South Africa | PDF",1792070379,18]