In rural contexts, schools experience many challenges such as lack of electricity, unstable WIFI, not enough classrooms and inadequate classroom technology. These challenges resulted in many teachers shying away from the use of technology in the classrooms. As with other subject fields, IsiNdebele language teachers want to prepare their learners for new careers and make their lessons interesting. However, they encounter challenges integrating e-learning tools in their lessons. A qualitative case study was conducted to understand the rural contextual perspective obtained through exploring the experiences of the researcher, four observers, and a class group of 20 learners. Data were collected using a document analysis protocol, learners' written questionnaire, observers' interview protocol, and a teacher's reflective journal. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model was used as a frame of reference to integrate technology at various stages to enhance the quality of teaching and learning the IsiNdebele language in the rural context. In preparation for this study, six e-learning tools were found suitable for integration in teaching and learning, as well as enhancing classroom dynamics in the rural context. The data were analysed using content analysis. From this study, we suggest that rural IsiNdebele teachers should consider using e-learning tools daily, to ensure skills development and provide learners with real-world learning opportunities. Furthermore we recommend that similar research be conducted in different rural settings, using different official African languages to find more e-learning tools that can be used in rural contexts.