Original Research

Chronicling teachers’ experiences on integrating information and communication technology across the curriculum

Babalwa P. Kafu-Quvane
The Journal for Transdisciplinary Research in Southern Africa | Vol 17, No 1 | a783 | DOI: https://doi.org/10.4102/td.v17i1.783 | © 2021 Babalwa P. Kafu-Quvane | This work is licensed under CC Attribution 4.0
Submitted: 11 November 2019 | Published: 23 March 2021

About the author(s)

Babalwa P. Kafu-Quvane, Department School of Further and Continuing Education, Faculty of Education, University of Fort Hare, Alice, South Africa; and Department of Social Science and Humanities, Faculty of Education, University of KwaZulu-Natal, Durban, South Africa


The national curriculum in South Africa demands that children in secondary schools become computer literate and that schools incorporate information and communication technology (ICT) into the curriculum. This is not feasible, as computer equipment is not evenly distributed in schools across the country. Drawing on the experiences of teachers from four high schools captured in focus group discussions, the researcher explores teachers’ experiences in managing teaching in an era of incorporating ICT in teaching. The findings suggest that on all the management functions (planning, organising and leading) teachers had more negative than positive experiences with ICT integration and largely negative experiences with training and organising.


integration; information and communication technology; chronicling; experiences; curriculum.


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