Exploring the use of Technological Pedagogical Content Knowledge (TPACK) to advance digital literacy in the teaching and learning of French as a foreign language in Lesotho Secondary schools

Abstract

The rapidly changing world necessitates a shift from traditional to modern teaching methods. Integrating Information Communication and Technology (ICT) into the classroom environment fosters dynamism and engagement. This study sought to explore the use of Technological Pedagogical Content Knowledge (TPACK) to advance digital literacy in the teaching and learning of French as a foreign language (FFL) in Lesotho secondary schools. This qualitative study was underpinned by two theories namely, TPACK and the Resources and Appropriation Theory. It was anchored on the critical paradigm. This was an emancipatory action research design comprising two phases: the problem identification phase and the therapeutic phase. The study purposively and conveniently selected and worked with four FFL teachers from four different schools. Four methods of data generation: document analysis, reflective journals, observations and semi-structured interviews were triangulated to generate authentic and insightful data. The data were to be analysed using thematic analysis entailing deductive and inductive analysis to encompass the predetermined and newly emerging themes. For deductive datasets, four themes were predetermined from the theories and the phenomenon of the study: attitude/motivation access, physical/material access, skills access, and usage access. However, there were no inductive data sets. The findings of the study revealed that there was a variation between the first and the second phase. In the first phase, participants were unaware of how TPACK could advance their digital literacy for improved practices. Therefore, as an intervention, participants were capacitated on how TPACK could be used to advance their digital literacy and attain learning goals. Resultantly, the second phase brought about an improvement as participants demonstrated awareness of TPACK, digital literacy and how they could use TPACK to advance their digital literacy and reinforce learners’ comprehension. Therefore, this study proposes that the Ministry of Education and Training (MoET) revise the Lesotho Basic Education Curriculum Policy (LBCEP) to include practical guidelines on how teachers should equip learners with digital literacy. Moreover, French teachers should be provided with continuous professional training workshops on the integration of digital literacy into their practices