Abstract:

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 multi-case 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.

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