Abstract:
The learning environment supports the role of the teacher, which is to organise, manage and help
learners to navigate learning materials. In recent years, the advancement in Information
Communication Technologies (ICTs) and access thereto, enable teachers to create teaching and
learning materials. The purpose of this study was to investigate teachers’ application of ICT
knowledge and the challenges faced in the creation of teaching and learning materials for their
classrooms at three public primary schools in the remote area of Khomas Region. The study
adopted a qualitative case study and employed semi-structured interviews to collect data from
teachers and non-participatory lesson observation to collect data from classrooms. Additionally,
the study used purposive sampling to select teachers based on their years of teaching experience
and computer skills while convenience sampling was used to find teachers who were available and
willing to participate in the study voluntarily. The findings of the study revealed that teachers'
comprehension of ICT varied greatly in the Khomas region's remote schools. Furthermore, it was
found that majority of participants found it encouraging to use ICT tools as they make teaching
materials appealing to learners, thereby boosting performance, and offering up-to-date materials.
Moreover, the study revealed that most schools lacked sufficient ICT resources, and results
indicated that only 33% of teachers began their lessons with teaching and learning materials
created with ICT tools. The study also revealed challenges encountered by teachers during creating
teaching and learning materials, include poor internet connections in the classrooms, shortage of
ICT tools, lack of training, and lack of electrical power in the classrooms. As a result, the study
concludes that, despite various ICT challenges experienced by teachers in Khomas region rural
primary schools, teachers had adequate knowledge of how to use ICT tools.
ii
Following the study's findings, the Ministry of Education, Arts, and Culture should make
provisions for the infrastructure to be provided to all public schools to maximise the use of ICT in
education. The government should also allocate funds for the maintenance and purchase of ICT
consumables like reams of paper and printer ink
