Naicker, S. E., & Khumalo, S. S. (2023). Secondary school leadership and technology integration in pedagogical practices: Challenges, impediments and successes. Journal of Xidian University, 17(1), 266-281. https://doi.org/10.37896/jxu17.1/024

Abstract:

“Global technological advancements have created pressure on schools to include technology in curriculum delivery. The outbreak of Covid-19 also made matters worse and schools across the globe were forced into considering digital pedagogical practices. This article is intended to share insights and contribute towards technological epistemologies regarding technology integration in curriculum delivery in selected secondary schools in South Africa. The study was qualitative and interpretive in approach and (n=20) participants were interviewed. This cohort of participants included, 4 principals, 8 teachers, 8 learners from 4 different secondary schools. In their examination of the attempt of secondary school principals in integrating technology in the curriculum delivery, the researchers deployed Technological Pedagogic Content Knowledge (TPACK) Framework as a model for the thesis. Several varied significant results emanated from the study which researchers believe that they are novel to the epistemologies in digital pedagogy. The findings of the study led to the conclusion that that technological leadership is pivotal to lead and manage effective technological change in schools. Principals and teachers are identified as technological leaders. Therefore, they play an important role as technological leaders because they support and promote technological change in schools.”