Digital learning competencies as goals to address language teachers’ challenges using tablets and Microsoft Teams

Abstract

Secondary school language teachers who participated in this study taught using tablets and MS Teams, which has its own associated challenges. In the study reported on here we explored ways in which the 13 digital learning competencies in the South African education context support teachers in addressing their teaching-related challenges. The challenges and digital teaching practices of 4 secondary school teachers were explored using a collaborative action research design. The phenomenon was explored and described as a case study. Data collection instruments included focus-group interviews, classroom observations, and documents from teachers’ lessons. We employed a conceptual framework with digital didactical design as context for levels of technology integration and digital learning competencies as the conceptual framework. Seven interviews, 24 observation sheets, as well as lesson documents were analysed, using content analysis and coding. The results point to teachers effectively addressing digital teaching challenges by aiming to improve their digital competencies and levels of technology integration.