Senior phase technology teachers' experiences of the utilisation of smartboards in Ekurhuleni District rural schools

Abstract

This study aimed at exploring Senior Phase Technology teachers’ experiences on the utilisation of smartboards in Ekurhuleni District rural schools. More specifically, the study sought to identify whether the utilisation of smartboards in South Africa catapults the teaching and learning in the classroom and, thus, contributes to improve the quality of the education provided. The study utilised a qualitative approach, conducting semi-structured interviews and drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework. Purposive sampling and convenience sampling were employed to select the research site and the participants through which data were collected. Manual thematic analysis was used to analyse the data, and this generated insights into teachers’ experiences with the utilisation of smartboards, including the integration of this technology in the classroom. The study found that not all Senior Phase Technology teachers effectively use smartboards in Technology classrooms. The data analysis based on the UTAUT model indicated that while most teachers are positive about smartboard use in the Technology classroom, effective utilisation depends on having functional smartboards, uninterrupted power supply, stable internet access, and ongoing training. The study adhered to ethical considerations by ensuring informed consent, voluntary participation, confidentiality, and anonymity.