Technology integration in grade 11 physical sciences: Resources, infrastructure and teacher agency

The growing importance of technology in the teaching and learning of Physical Sciences is widely recognised; however, teachers face significant challenges that hinder its implementation. Guided by constructivist learning theory, this study examined the challenges teachers encounter in adopting and integrating educational technologies into the teaching of Grade 11 Physical Sciences in South African public schools. A qualitative exploratory design was employed to collect data through semi-structured interviews with six Grade 11 teachers at public secondary schools in the Tshwane South District, and the data were analysed using thematic analysis. The findings revealed critical and ongoing challenges, including limited infrastructure and connectivity, insufficient professional development, time constraints, and gaps in teachers' digital competencies. The findings also highlight the potential of technology to enhance learner engagement and conceptual understanding in the Physical Sciences. Additionally, teachers identified self-directed learning, peer collaboration, and external assistance as effective methods for adapting and integrating technology into classroom practice. This study contributes to the existing body of knowledge by providing qualitative insights into the challenges that Grade 11 Physical Science teachers face when adopting and integrating technology in resource-constrained South African public schools. Practical implications include ongoing professional development, equitable allocation of technological equipment, and sufficient network access to facilitate teachers' integration of classroom technology in public schools. Future research should investigate subject-specific approaches to technology integration in the Physical Sciences to enhance comprehension, learner engagement, and curriculum implementation in these unique educational contexts.