Experiences of Rural Secondary School Teachers in the Integration of Technology during Emergency Remote Teaching during the COVID-19 Pandemic in Namibia: An Exploratory Study

Abstract

This study explored the experiences of rural secondary school teachers in Namibia during emergency remote teaching (ERT) owing to the COVID-19 pandemic. The TPACK framework and sociocultural theory were used. Semi-structured interviews and focus group discussions with 26 rural teachers revealed that despite the availability of technological tools such as laptops, smartphones, and radio and television channels, integrating these into the teaching process posed significant challenges. A lack of technological knowledge among teachers coupled with infrastructure issues and inadequate institutional support hampered the smooth execution of ERT. Despite these challenges, teachers employed innovative methods to engage their students remotely. However, the findings underline the need for increased digital literacy, better ICT resource allocation, and adequate teacher training to successfully navigate a technology-driven teaching environment. This study provides insights into educational practice, policy initiatives, and future research toward a resilient and technology-enhanced educational system.

Keywords:

• continuity of education
• emergency remote teaching
• pedagogical strategies
• technology integration
• technological pedagogical and content knowledge