INTRODUCTION
Technology is the application of conceptual knowledge to achieve practical goals, especially in a
reproducible way. The word technology can also mean the products resulting from such efforts,
including both tangible tools such as utensils or machines, and intangible ones such as software.
Technology plays a critical role in science, engineering, and everyday life. Referred to the
above-mentioned schools as they defined technology Skolnikoff, Eugene B. (1993). The
researcher observed that in the O.R. Tambo inland education district, two rural school teachers
lack technological support.
This research serves to address technological challenges faced by teachers in two rural primary
schools in O.R Tambo inland education district in Eastern side of South Africa. The teachers of
these two rural primary schools have significant challenges such as inadequate technology
infrastructure, insufficient internet, also lack of digital literacy. The results of these mentioned
challenges are poor school learner results, laziness among teachers, learners dropping out,
permanent injuries and deaths due to poor structures, sometimes schools may end up closed.
For decades' rural schools in South Africa have struggled with challenges that stem from their
marginalized context such as a lack of classrooms, and poor access to services such as water,
electricity, landlines telephones (Adukaite, Van Zyl, Er & Cantoni, 2017, Du Plessis and
Mestry,2019). Schools located in rural areas in South Africa are disadvantaged regarding internet
connectivity at the place (Blank, 2019) shows that the variable is in the level of schooling
experienced by rural populations.
The lack of technology in rural primary schools negatively impacts the community by limiting
educational opportunities and hindering digital literacy development for both teachers and
learners (Minenhle Madida, G. Naidoo, H. Rugbeer,2019). Without adequate access to the
utilization of technology, more time is wasted, teachers lack interest in their jobs, and lacking
technological resources results in lower academic performance (Ashutosh Dutta jhu/APL, IEEE,
Sudhir Dixit 2024).
The researcher argues that if the government can budget more money for rural school
development to build modern and strong school structures, make internet available to rural
schools, more use of technological requirements such as projectors, and labs, hire specialists to
train rural educators how to use tech. material. Development is about money, if the government
can be able to do the above-mentioned suggestions, that can improve the functionary of the
school, and also improve the performance of both rural school teachers and learners
A massive injection of funding is needed to turn the primary rural education system. Overhaul
the entire system, retrain teachers and train new teachers, rebuild and improve schools, and
install proper facilities like toilets, desks and chairs, electricity, running water, blackboards and
projectors, books and libraries, computers, and all the facilities that schools need. Expand
existing schools to deal with overcrowding. This will take far more money than the annual
budget to just maintain what we have. Perhaps targeted funding from the developed world, with
careful monitoring to avoid corruption, can assist with this (Onne Vegter Biology Science &
education at Stellenbosch University, 2017)
According to the observation of the researcher, the majority of primary rural school teachers are
technologically illiterate, they are not exposed to the world of modern technology. They will then
need proper training in the use of technology. If the South African government can give enough
funds to rural primary schools and train the teachers about the use and importance of modern
technology, that can be able to improve the standard of rural schools and minimize the gap
between rural and urban schools. (Onne Vegter biology science & education at Stellenbosch
university, 2017)et al stated that it will take more money to develop the rural schools in South
Africa because they are the most disadvantaged schools.
Many studies focus on that rural primary school teachers do not use technology as much as those
in urban schools due to their limited training (Rana 2022. Both leaners and teachers in rural areas
need to develop technological skills and a positive disposition towards using technology for
educational purposes. The latest focus of scholars is on the poor function of rural schools for
Both teachers and learners. Therefore, the purpose of the researcher is to study the technological
challenges faced by teachers in two rural primary schools of the O.R Tambo inland education
district.
Technology is increasingly integrating into US schools to enhance teacher and teacher
engagement, and personalized learning and prepare teachers and learners for the digital future.
by American University School of Education online June 2020. Both Japan and China leverage
technology extensively in education but with different strengths and priorities. China is leading
in the application of new digital technologies and is focused on STEM education and AI, while
japan has been accelerating its integration of technology, particularly after the pandemic with a
focus on computer programming and online learning By UNESCO 30 November 2023.
Ramble and Ngambi (2014) have found that teachers and learners in South Africa can expand
their digital skills through the use of Facebook as a result of the positive empirical evidence
witnessed in Gana, Malawi, Namibia, Porter 2016 conclude by urging relevant authorities in sub-
Saharan Africa to address the challenge face by rural primary schools concerning the use of
technological evidence for education. however, there is still very little empirical evidence from
Africa on ICT adoption for teaching and learning in primary rural schools (Liebenberg, Benae,
and Ellis (2018) is among the notable exceptions, particularly from the perspective of teachers
Duma (2018) describes rural schools located on the outskirts of the country. Gariner (2008)
attests that in South Africa, some authors use the concept synonymously with the concept of
farm schools. According to Sipple(2019), rural schools have features such as distance to towns,
poor topography about the conditions of roads, and bridges to schools, limited access to
information technology, poor access to services and facilities such as electricity, water, and
sanitation an limited or no access to lifelong learning service, etc. Gardiner (2008) confirms that
in South Africa, Eastern Cape rural schools are characterized by challenges such as high group
rates, poor classroom infrastructure, shortages of qualified teachers, and shortage of teaching and
learning materials
Qualitative methods were used for the data collection. This was based on the submissions of
Kumar (2019) and Creswell( 2014) who hold the view that qualitative data collection allows
researchers to collect information about the subject under consideration. The sample of the study
comprises Ten teachers selected from two rural schools in the Eastern Cape province of South
Africa. The participants comprise the principals of these rural primary schools, one SMT
member of each of the primary schools, two teachers from each of the rural primary schools, and
one admin assistant from each of the two primary schools. The participants consist of both
'genders male and female. The learners were never been involved because I thought teachers
were the ones who were in a better position to have a detailed explanation of their experiences
and practices. Semi structure interviews were conducted based on Cullinan2024 which shows
that it is flexible and adaptable, hence, allowing for further probing where and when necessary
FIST PRIMARY SCHOOL
INTERVIEWEE
GENDER
SUBJECT TAUGHT
PRINCIPAL
MALE
MATHEMATICS
SMT MEMBER
FEMALE
LIFE SKILLS
TEACHER 1
MALE
ISIXHOSA
TEACHER 2
FEMALE
NS AND TECH
ADMIN ASSISTANT
FEMALE
ADMIN WORK
SECOND PRIMARY SCHOOL
INTERVIEWEE
GENDER
SUBJECT TAUGHT
PRINCIPAL
FEMALE
MATHEMATICS
SMT MEMBER
FEMALE
ENGLISH
TEACHER 1
MALE
TECHNOLOGY AND N.S
TEACHER 2
FEMALE
ISIXHOSA
ADMIN ASSISTANT
FEMALE
ADMIN WORK
DATA COLLECTION
The study avoided presupporting the causes of technological disconnection an relied on
observation , field notes and semi structure interviews to cover insights during the research
process .The rural schools unique context provide an opportunity to explore how technology
inequalities manifest in remote areas and how teachers navigate these challenges Van ijk2020.
DATA ANALYSING
The process of data analysis with transcription of interviews
FINDINGS AND DISCUSSIONS
The findings of the study is that the challenge face by the teachers an leaners in these rural
primary school are closely intertwine by geographical location of the school, technological
exclusion an socio economic factors.
LIMITATIONS
The limitation of the study was to only focus on two rural schools in O.R. Tambo's inland
education district.
CONCLUSION
Rural schools in South Africa face a serious challenge due to lack of technology which becomes
a barrier to teaching and learning. That causes rural schools to get less recognition and
importance and inequality. Without internet access, frustration in teaching and learning is
inevitable, especially when teachers and learners know that their counterparts elsewhere have
such access.
References
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4. rural schools in South Africa have struggled with challenges (Adukaite, Van Zyl, Er &
Cantoni, 2017, Du Plessis and Mestry,2019)
5. rural primary schools negatively impact the community( Minenhle Madida, G. Naidoo,
H. Rugbeer,2019). (Ashutosh Dutta jhu/APL, IEEE,Sudhir Dixit 2024)
6. American university school of education online June 2020
7. (Onne Vegter biology science & education at Stellenbosch university, 2017)