This study, Exploring the Use of Computer Simulations as a Technological Pedagogical Reasoning Tool in the Teaching and Learning of Electromagnetism in a Whole-Class Rural Setting, documents a journey of a digital immigrant, physical sciences teacher in a secondary school in a rural area who sought to integrate computer simulations as reasoning tool to enhance instruction and learning. The study employed an action research methodology and used Smart’s model of technological pedagogical reasoning and action (MTPRA) as a theoretical framework to guide the processes of teaching. The study utilised multiple methods of data collection: the documentation of my planning for teaching the topics of magnetic field and electromagnetic induction, reflective journals, feedback from critical friends, video-recordings of my lessons and focus group discussions with learners. Findings from the study revealed teaching with technology is a paradigm shift, change of mindset and culture that requires teachers to consider how the affordances of technology can be harnessed to create opportunities for learners to engage in meaningful learning. These opportunities for learning are created through the matrix of interaction between the teacher, learners, content and computer simulations as informed by the teachers’ technological pedagogical reasoning (TPR) sub-process (i.e., comprehension, transformation, instruction, and evaluation). Each TPR cycle was a professional learning experience which meant that the teacher collected data that could be used to frame and reframe his practice. The process of learning was interactive and facilitated by reflecting on how the elements (content, learners, computer simulations, the teacher) interacted with the actions of comprehension, transformation, instruction, and evaluation. The study found evidence to suggest that computer simulations had an influence on what was learnt, how it was learnt and the effect of these on the learners. Thus, computer simulations can be used as a curriculum resource/material to create potential learning experiences that have cognitive, affective, and conative dimensions. The learning experiences were among others, influenced by the following factors: context, prior learning experiences and the perceptions of the learners. The cognitive dimension resulted in the learners attaining knowledge of the relation between electricity and magnetism and the application of electromagnetism. The affective dimension created in learners a sense of enjoyment, wonder(surprise) and practical relevance of the lessons while the conative dimension created interest in the subject and learning in general. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)