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This article examines geography teachers’, parents’ and learners’ understanding and experiences of the integration of Information and Communication Technologies (ICTs) in the teaching of that subject. The study was guided by the TPACK-SAMR model, which proved to be a reliable tool for measuring the extent of ICT integration. The purposive sampling technique that was employed enabled the researchers to identify participants for the research study related to the importance of integrating ICTs into the teaching and learning of geography. The article draws its purpose from the integration of technologies into the teaching of geography as a means of preparing and equipping learners who take this subject with the type of skills required in the 21st-century job market. Surprisingly, the research findings revealed that some teachers still do not feel comfortable to integrate diverse technologies into their teaching of geography, perceiving it as time consuming. Their unwillingness to become digital citizens and conform to the demands of the Fourth Industrial Revolution (4IR) is a drawback, as are learners’ inappropriate use of ICTs (visiting irrelevant, unwanted sites instead of downloading subject-related content). To empower learners to adopt and use ICTs as valuable tools and solutions on their learning journey drastic changes are required, particularly on the part of curriculum planners in geography.
Gubevu et al. (Fri,) studied this question.