From Resistance to Readiness: How Teacher Professional Development Shapes ICT Integration in Township and Urban Schools

The integration of Information and Communication Technology (ICT) in education has become a pressing concern in the context of the 4th Industrial Revolution and the disruptions brought by the COVID-19 pandemic, which have accelerated demands for teachers to adopt technology-enhanced teaching practices. Despite the proliferation of Teacher Professional Development (TPD) programmes aimed at building ICT competence, concerns persist that these programmes fail to address teachers' specific integration needs, resulting in continued resistance. This study investigated the role of TPD and its implications for secondary school teachers' perceptions towards ICT integration in township and urban schools in Gauteng, South Africa. Using a descriptive case study design and a qualitative approach, 20 purposively sampled in-service teachers from ten schools participated in semi-structured interviews and completed qualitative questionnaires. Data were analysed thematically using NVivo software. Findings indicate that structured, continuous, and in-person TPD positively influences teacher confidence, attitudes, and perceptions towards ICT integration, while also improving perceived student engagement and learning outcomes. It is concluded that contextualised and ongoing professional development is essential for meaningful ICT integration, particularly in under-resourced township settings where training opportunities remain inconsistent.