The use of information and communication technology in the teaching of Sesotho as a home language

Abstract

This paper focuses on the use of information and communication technology (ICT) in the teaching of Sesotho as a home language. It seeks to answer the central question: To what extent have schools in South Africa embraced ICT in the teaching of Sesotho, and what should be done to promote more effective adoption of ICT in the teaching of Sesotho as an indigenous language. The study employed a qualitative approach. A sample of 12 teachers was drawn to participate in the study, with the sampling design adopting a multi-stage sampling technique. Our significant findings indicate disparities across schools on the extent to which they have embraced ICT-based instructional practices. This discrepancy may be explained in terms of lack of ICT training among teachers and shortage of resources among schools. In line with these findings, we recommend that the Department of Education capacitates schools by continuously training, motivating, and resourcing teachers.