Challenges faced by English teachers in integrating Information and Communication Technology (ICT) in the teaching of reading and writing in two rural primary schools in the Omusati Region and four urban primary schools in the Khomas Region of Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.advisor en_US
dc.contributor.advisor en_US
dc.contributor.author Nuuyoma, Esther en_US
dc.date.accessioned 2014-02-07T14:08:24Z
dc.date.available 2014-02-07T14:08:24Z
dc.date.issued 2012 en_US
dc.identifier.uri http://hdl.handle.net/11070/577
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education(Literacy and Learning) en_US
dc.description.abstract The purpose of this study was to explore challenges faced by teachers in integrating Information and Communication Technology in the teaching of reading and writing in two rural and four urban primary schools in Namibia. Twenty six English teachers teaching from grades 1 to grade 7 participated in the study. The main aim of the study was to investigate challenges faced by teachers when integrating ICT into their lessons. Lessons were observed and notes were taken. In addition, semi-structured interviews with teachers were conducted. For data analysis, all field notes were first reviewed, and memos and comments on these notes were written. Secondly, responses were grouped into themes, and then referencing units of texts were sorted according to coding and labelling. Findings of the study revealed that teachers in both rural and urban Namibian schools in the sample faced common challenges. Some of the challenges were attributed to lack of infrastructure, lack of appropriate skills and competencies, lack of continuous support both at school level and at national level, and lack of training. Even though most schools were beneficiaries of the deployment of ICTs, teachers were still unable to utilise the resources made available to them. However, teachers expressed their appreciation for the initiation of ICT integration as it motivated them and their learners and made them part of the global village. The study concluded that mere deployment of ICT facilities in Namibian schools did not guarantee the effective use of these facilities in teaching and learning as long as the challenges were not fully addressed. The study recommends that policy makers should pay more attention to national education standards and carry out adequate and appropriate research to ensure that teachers are aware of what is expected from them.
dc.format.extent x, 92 p en_US
dc.language.iso eng en_US
dc.source.uri abstracts/nuuyoma2012abs.pdf en_US
dc.source.uri http://wwwisis.unam.na/theses/nuuyoma2012.pdf en_US
dc.subject Education data processing Namibia en_US
dc.subject Education primary Namibia en_US
dc.subject Computer-assisted instruction Namibia en_US
dc.title Challenges faced by English teachers in integrating Information and Communication Technology (ICT) in the teaching of reading and writing in two rural primary schools in the Omusati Region and four urban primary schools in the Khomas Region of Namibia en_US
dc.type Thesis en_US
dc.identifier.isis F004-199299999999999 en_US
dc.description.degree Windhoek en_US
dc.description.degree Namibia en_US
dc.description.degree University of Namibia en_US
dc.description.degree Master of Education en_US
dc.description.status Successfully Downloaded file :http://wwwisis.unam.na/theses/nuuyoma2012.pdf en_US
dc.masterFileNumber 3854 en_US


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