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Learner engagement in English First Additional Language classrooms is a pressing concern in many rural South African schools, characterised by overcrowding and limited digital infrastructure. This study explored how teachers integrate low-tech digital tools to enhance listening and speaking skills in such contexts. Guided by a qualitative interpretive approach, data were collected from eight English First Additional Language teachers across rural primary schools through semi-structured interviews and were analysed thematically. The findings revealed that teachers use low-tech digital tools primarily to support storytelling, manage overcrowded classrooms, and sustain learner interest despite connectivity challenges. While low-tech digital tools improved learner participation and attentiveness, infrastructural constraints and inconsistent internet access limited their full potential. The study recommends targeted teacher development, improved school-level digital support and context-sensitive integration strategies to strengthen English First Additional Language engagement. By foregrounding teachers’ lived experiences, the article contributes to ongoing debates on equitable and pedagogically sound technology integration in resource-constrained settings

In South Africa, there is a pressing need to produce teachers who can integrate technology in teaching and learning. Therefore, this qualitative study explores business studies student teachers’ experiences of integrating technology during teaching practice. This study is located within the interpretive paradigm and an exploratory case study is adopted as its research design. TPACK framework serves as the lens used to understand the experiences of six student teachers who were sampled purposefully. Data collected through focus group interviews were analysed thematically.  The study revealed that student teachers found technology integration to be useful in their instructional practices. However, the study revealed that there was a lack of support from mentor teachers when student teachers were integrating technology. Despite this, they showed determination towards technology integration in their classrooms. Based on the findings, it is concluded that student teachers were determined to integrate technology during teaching practice.