Using technology in education is important because it allows teachers to include digital play in their lessons. This study used the technological pedagogical content knowledge model as a theoretical framework to explore teachers’ experiences using digital play for teaching and learning in the foundation phase. Using an interpretivist paradigm, this qualitative study was conducted with five participants in Gauteng. Data was collected through face-to-face interviews and classroom observations according to participants’ availability. All the data were analysed using Creswell’s (2014) six steps of qualitative data analysis. The findings revealed teachers’ willingness to use digital play for teaching and learning. They indicated that digital play improved learning outcomes and was fun for the learners. Despite this, they experienced various challenges regarding their knowledge, use, and understanding of different technological programmes and infrastructure. It was concluded that all participants need capacitybuilding programmes to develop their competencies in digital play. The education department was recommended to support teachers using digital technologies by providing appropriate resources and staff development programmes.
Venketsamy et al. (Mon,) studied this question.