Original Research

Mind the gaps: Professional perspectives of technology-based teaching and learning in the Foundation Phase

Donna Hannaway
South African Journal of Childhood Education | Vol 9, No 1 | a674 | DOI: https://doi.org/10.4102/sajce.v9i1.674 | © 2019 Donna Hannaway | This work is licensed under CC Attribution 4.0
Submitted: 23 June 2018 | Published: 27 May 2019

About the author(s)

Donna Hannaway, Department of Early Childhood Education, University of South Africa, Pretoria, South Africa

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Background: As technology today is pervasive, this study seeks to examine how technological changes influence Foundation Phase learners, specifically the impact of technology on teaching and learning.

Aim: This study establishes professional perspectives of technology-based teaching and learning (TBTL) in the Foundation Phase from the vantage point of two district officials from the Gauteng Department of Education.

Setting: This study was set in a chosen district in the Gauteng province because the environment was identified as data rich, which implies that the participants were able to share information based on the large number of Foundation Phase schools that they service.

Methods: Qualitative case study methods such as interviews, opinion pieces and field notes from district officials servicing Foundation Phase schools were examined through the theoretical lens of the Technological Pedagogical and Content Knowledge model.

Results: The data gathered proved worthwhile in presenting the perspectives of TBTL in the Foundation Phase from one district in South Africa with regard to the benefits, barriers and gaps thereof.

Conclusion: Implications for technological infrastructure, a Foundation Phase TBTL policy framework, teacher preparation training and in-service training, and support in finding appropriate content were given.


technology-based teaching and learning (TBTL); Foundation Phase Learners; district officials; Foundation Phase Teachers; Technological Pedagogical and Content Knowledge (TPACK)


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