The Challenges that hinder the Integration of Pedagogical Content Knowledge with Technology to support ICT Teachers – A Case Study of a South African Secondary School

This empirical paper discusses the challenges that hinder the integration of technological pedagogical content knowledge in education. The study employed Critical Emancipation Research (CER) as a theory that advocates empowerment, social justice, and social inclusion for teachers who lack digital skills to integrate technology into the classroom. Data was generated using focus group discussions through participatory action research. A focus group discussion was conducted with 6 participants, who are teachers in a particular secondary school where the research was conducted. This focus group comprised six teachers, including the two grade 9 Technology teachers, two English grade 10 to 12 teachers and two Mathematics and Geography grade 10 to 12 teachers. The study findings indicated that teachers lack digital skills, educational resources, and computer labs and libraries. Based on the findings, the study recommends that teachers have digital skills through continuous professional development. Additionally, schools must be equipped with educational digital resources through sponsorships and the Department of Basic Education to advance schools by building computer laboratories and libraries to improve the integration of technology as a strategy. This study contributed to changing teachers ‘perceptions on technology integration and agreed to transform the classroom from traditional to digital for the benefit of our learners. Furthermore, this study has shown that the existing gap between traditional and modern teaching methods can be closed through technology integration. Therefore, the researchers have opened the door for other scholars to continue researching this related topic in search of possible solutions in the future. Keywords: Digital Skills, Digital Resources, Technology Integration, Infrastructure