An evaluation of the implementation of the Information and Communications Technology (ICT) policy for education in the Faculty of Education at the University of Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Kazondovi, Collins Mbatjiza
dc.date.accessioned 2018-05-14T08:57:54Z
dc.date.available 2018-05-14T08:57:54Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11070/2224
dc.description Dissertation submitted in fulfillment of the requirements for the Degree of Doctor of Philosophy in Education en_US
dc.description.abstract The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed 73 respondent, which was a 73% response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Kruskal-Wallis H Test, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at each University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the ICT Policy for Education. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked technical know-how in ICT applications; lacked technical support at their campuses; lacked the time to learn and incorporate ICT skills and tools into lessons; and lastly exposed insufficient budget allocation in place for use in procurement of ICT tools such as hardware and software. The findings of the study may inform the teacher education institutions and the Ministry of Education on the extent to which the objectives identified in the ICT Policy for Education are being achieved. The findings may also inform stakeholders about factors that hinder effective implementation of the ICT Policy for Education in teacher training institutions. Finally, based on the findings of the study, the researcher proposed a model on how to implement the ICT Policy for Education at the tertiary level. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Information Communication Technology policy en_US
dc.subject Education en_US
dc.subject.lcsh Education, Policy
dc.subject.lcsh Educational technology, Namibia
dc.subject.lcsh Information technology, Namibia
dc.title An evaluation of the implementation of the Information and Communications Technology (ICT) policy for education in the Faculty of Education at the University of Namibia en_US
dc.type Thesis en_US


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