The current trend is integrating information and communication technology (ICT) in geography teaching. This approach creates fun in the learning space and allows active learner participation in the learning experience. In this article we examine teachers’ strategies to mitigate the challenges with ICT in the teaching of geography in the Further Education and Training (FET) Phase. Employing the interpretivism paradigm and a multiple case study design, we relied on the qualitative approach to interact with twenty-seven (n = 27) teachers from eight (n = 8) rural public schools in KwaZulu-Natal as participants to access strategies that teachers use to mitigate challenges regarding the integration of ICT in FET geography teaching. Individual semi-structured interviews, observations, and document reviews were data-collection tools. We applied the technological, pedagogical, and content knowledge substitution, augmentation, modification, and redefinition (TPACK SAMR) data integration model as lens in the article. We used purposive sampling to select the participants. The purpose with this article was based on the notion that equipping learners with ICT skills is vital in preparing individual learners for a world dominated by digital technology. The results reveal that, under the guidance of teachers, geography learners can direct their learning and produce knowledge to enhance the content taught in class. Researchers advocate that it is easier for a child to retain and apply the knowledge that s/he has helped to source rather than merely assimilating what the teacher presents. Recommendations based on the findings of this study can inform curriculum planners to craft and monitor curriculum policies that focus on learner-centred rather than teacher-centred approaches. This may potentially deliver a cohort of technologically skilled learners who can use digital devices ethically, develop as researchers, and be self-reliant in generating knowledge using various digital devices. In the same vein, we aimed to support educational planners in enhancing their models for both pre-service and in-service teacher development, while also providing strategies to address ICT-related challenges in the teaching process.

https://doi.org/10.15700/saje.v45n3a2442

ORCiD iDs of authors:
Bongumusa Gubevu – https://orcid.org/0000-0003-3289-3504
Vusi Mncube - https://orcid.org/0000-0003-2103-2530