This research was carried out in the context of the government's current efforts to integrate Information and Communication Technologies (ICTs) in teaching and learning, in secondary schools which appears to be a major challenge. The study was exploratory and descriptive in nature where the problem that has not been clearly defined or understood was addressed. Activity theory underpinned the study because of its dynamic perspective. The essence of activity theory stems from a view of learning where individuals actively construct their understanding of the environment while engaging in goal-oriented activities. The findings show that while the South African government has made the commitment and efforts to integrate ICTs in schools, there is no logical and detailed strategy to support the usage of these ICTs in teaching and learning activities. For example, some schools do have the right technologies and infrastructure, but teachers and learners do not know how to use and adopt them appropriately. Lack of (and inadequate) teacher training and development also adds to the challenges regarding the JCT-integration in suburban secondary schools.Apartfrom reviewing the curriculum of teacher training in South Africa accommodating JCT skill development it was also recommended that there should be development of an effective strategy to support the usage of ICTs in the secondary school.
