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Abstract

Abstract. This qualitative study explores the challenges facing efforts to develop a flipped classroom in grade 6 geography classes at a school district in North West Province, South Africa. This research was conducted because the current instructional practices in these classes leave much to be desired, encouraging passive learning among students. Data was collected, following purposive sampling, from five grade 6 geography teachers and five department heads through face-to-face interviews and, later, non-participant classroom observations with the teachers. The findings reveal that, although teachers are keen on integrating information and communications technology in their classrooms, they lack the necessary digital tools. This problem is exacerbated by their shallow technology skills, which hinder their efforts to flip the classroom. Even though learners are typically digitally savvy, contextual factors prevent them from learning independently through digital means, leaving them with a passive learning approach. Ultimately, the study recommends, among other proposals, that teachers be trained to use ICT and digital tools so as to facilitate digitally enabled classrooms.


Keywords: Flipped classroom, information and communications technology, geography, technological and pedagogical content knowledge

Keywords

Flipped classroom Information and Communication Technology Geography technological and Pedagogical Content Knowledge

Article Details

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium 

Author Biographies

Matome Joseph Mokoena, Tshwane University of Technology, Soshanguve, South Africa

Matome Joseph Mokoena is a school principal in one of the primary schools in South Africa, in the North West province. His interest is in Geography and Social sciences and his passion is in technology integration. He just completed his PhD in November 2024

Ndlelehle Miskien Skosana, Tshwane University of Technology, Soshanguve, South Africa

Dr NM Skosana is a lecturer at the Tshwane University of Technology and she lectures on Engineering Graphics and Design. She is also the Head of Department in the Technology and Vocational Education department

How to Cite
Mokoena, M. J., Khoza, S. D., & Skosana, N. M. (2025). Challenges to the Development of a Flipped Classroom in Grade 6 Geography . The Asian Journal of Technology Management (AJTM), 18(2), 87–96. https://doi.org/10.12695/ajtm.2025.18.2.1
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