The state of implementation of Computer Application Technology curriculum in selected rural secondary schools in South Africa

This study examined the state of implementation of the Computer Applications Technology (CAT) curriculum in selected rural secondary schools in the Gauteng North district of South Africa. This study aims to fill the gap in understanding how social and contextual factors mediate the use of technological tools in classroom environments, particularly in rural settings where resources are limited. The participants included three CAT teachers, three members of the School Management Team, three ICT coordinators, and six learners from three secondary schools, using a qualitative case study design. Data were collected through semi-structured interviews and open-ended questionnaires and analyzed using thematic analysis. It was found that while teachers acknowledged the existence of the CAT curriculum, there was significant inconsistency in its implementation, with some teachers relying on textbooks instead. The study revealed a divide in teacher competencies, with novice teachers feeling inadequately prepared to teach CAT effectively. It is recommended that comprehensive professional development programs be established to enhance teachers’ understanding and implementation of the CAT curriculum, ensuring equitable educational opportunities for all learners. This study contributes to scholarship by providing in-depth qualitative insights into the implementation of the CAT curriculum in rural secondary schools, highlighting teachers’ challenges and successes in this context.