Integrating ICTs into the environmental science primary school classroom in Chegutu district, Zimbabwe: problems and solutions
Journal Title: European Journal of Science and Mathematics Education - Year 2015, Vol 3, Issue 1
Abstract
This study investigated primary school teachers’ perceptions of the barriers and challenges preventing them from integrating ICTs in the environmental science classroom. The study adopted a qualitative research approach that is in line with the phenomenological perspective as it sought to acquire knowledge through understanding the direct experience of others by engaging with participants through semi structured interviews and classroom observations. The participants of this study were 14 7th grade primary school teachers purposively sampled based on based on qualities like class level, working experience and gender. According to the findings of the study primary school environmental science teachers are not yet ready to integrate ICTs into their classrooms due to a number of obstacles that include unavailability of infrastructure, equipment and web based resources in the classrooms. Teachers also lacked competence, in service training and technical support, as well as technological pedagogical content knowledge on how to integrate ICTs into teaching and learning of environmental science. Teacher education programs should therefore adequately prepare new teachers and equip them with skills and pedagogical skills necessary integrate ICTs into their teaching. The study recommends that government forms partnerships with public and private sector to enable internet access, affordability, connectivity and coverage for all schools.
Authors and Affiliations
Mandina Shadreck| Department of Educational Foundations Management and Curriculum Studies, Midlands State University, P Bag, 9055, Gweru, Zimbabwe For correspondence: mandinas@msu.ac.zw
Keywords
Related Articles
- EP ID EP8056
- DOI -
- Views 357
- Downloads 26
How well do students in secondary school understand temporal development of dynamical systems?
Despite difficulties understanding the dynamics of complex systems only simple dynamical systems without feedback connections have been taught in secondary school physics. Consequently, students do not have opportunities...
Integrating ICTs into the environmental science primary school classroom in Chegutu district, Zimbabwe: problems and solutions
This study investigated primary school teachers’ perceptions of the barriers and challenges preventing them from integrating ICTs in the environmental science classroom. The study adopted a qualitative research approach...
Classification of end-of-chapter questions in senior school chemistry textbooks used in Nigeria
Textbooks are a prominent part of science teaching and learning. For science teachers and students, textbooks are the major source of information for planning and classroom practice. In addition to the content of textboo...
Perceived teacher factors in relation to students’ achievementrelated outcomes in science classrooms in elementary school
The purpose of the current study was to investigate the roles that perceived teacher affective support (PTAS), perceived teacher mastery goal orientation (PTMGO), academic emotions, self?efficacy and behavioural engageme...
What’s natural about nature? deceptive concepts in socio-scientific decision-making
The conflicts between nature and nurture are brought to the fore and challenges socio-scientific decision-making in science education. The multitude of meanings of these concepts and their roles in societal discourses ca...