Abstract:
Technology use is gaining momentum the world over, including South Africa.
Therefore, technology use presupposes technology integration, and educators appear
better positioned to ensure its integration. As a result, the integration of technology by
English First Additional Language (EFAL) educators is of significant importance to
learners’ academic development. The purpose of this research study was to
investigate South African rural public schools EFAL educators’ readiness to integrate
technology into EFAL content. The study was underpinned by a combination of two
theoretical frameworks, the Technology Readiness Index (TRI) and the Technological
Pedagogical Content Knowledge (TPACK). The study followed a quali-quantitative
approach and an exploratory research design. The triangulation data collection
method employed questionnaires, interviews and equipment checklists. Findings
indicated that EFAL educators in rural public schools are not ready to embrace the
Fourth Industrial Revolution (4IR) and lack relevant and adequate infrastructure to
integrate technology. Findings further revealed that EFAL educators need proper
training in technology skills and technical support in order to be ready to integrate
technology into EFAL. Pertinent intervention strategies should include the
collaboration of all stakeholders to improve the Information Communication
Technology (ICT) context in rural public schools. Additionally, the Department of Basic
Education (DBE) has to bridge the gap between rural and urban schools in SA by
providing adequate technology support to rural public EFAL educators.
