EXPLORING THE INTEGRATION LEVEL OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) BY SETSWANA STUDENT TEACHERS AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA

Abstract

The use of ICT has become an indispensable component of education in modern times. Recently, most teachers, including indigenous language teachers, have been involved in integrating technology into their classroom practices. But there is a lack of research on integrating ICT by Setswana student teachers at higher education institutions. This study aims to investigate the competency levels of Setswana student teachers in using ICT in their classrooms. A total of 20 student teachers were purposively selected to participate in this study. Data was collected using classroom observations and interviews. The SAMR model was used as a data analysis tool to determine the extent to which Setswana student teachers can integrate ICT in their classrooms. The results of this study indicate that the student teachers' competence to use ICT was still at a lower level. They predominantly only have basic computer literacy skills, such as word processors, PowerPoint, and other digital resources. The study revealed that the student teachers' ICT integration levels were still at the substitution and augmentation levels.