This study explored integrating computational thinking (CT) activities in mathematics learning in Grade 10 classrooms in South African township, suburban and independent schools. The inquiry adopted a mixed method approach as part of an exploratory, descriptive survey design and involved purposively selected Grade 10 learners as participants. Quantitative data were collected through the administration of questionnaires among the participants. Qualitative data was collected through semi-structured interviews and activities involving integrating computational thinking activities in mathematics learning. The empirical investigation underpins the Cultural Historical Activity Theory (CHAT) as the theoretical framework. Key findings from the study revealed that the integration of computational thinking activities in mathematics learning promises to be an effective means to enhance learners’ understanding of mathematics content. In addition, the participants demonstrated a positive disposition towards computational thinking. The participants perceived computational thinking as a vital tool that can be harnessed to develop problem-solving skills in mathematics classrooms. The study findings provide critical theoretical implications for pedagogic innovation.

As a complex dichotomy, the advent of the fourth industrial revolution poses enormous challenges while providing practical pedagogical benefits for science teaching and learning within the broader South African educational context. While the need to integrate technology as a catalyst for pedagogic innovation in science teaching and learning is paramount, considerable attention ought to be devoted to meaningful teacher professional development on the effective utilization of appropriate information and communication technology tools. In view of this key strategic imperative, this study primarily examined the effectiveness of the technological pedagogical content knowledge (TPACK) integration in Senior Phase science teaching and learning at selected South African township schools. The study adopted a generic qualitative design located within the interpretive research paradigm. Data was collected through semi-structured interviews and lesson observations involving three purposively selected Natural Sciences teachers at South African township schools. The study demonstrated that general lack of essential resources and appropriate technological skills hampered teachers' ability to meaningfully integrate TPACK in Senior Phase science teaching and learning at the selected South African township schools. In addition, teachers' lack of topic specific pedagogical content knowledge served as an impediment to effective integration of TPACK in Senior Phase science teaching and learning. Moreover, teachers' inability to identify and deploy appropriate information and communication technology tools reflected inadequate understanding of the TPACK framework. Implications for technology-enhanced learning are discussed.