An investigation of the integration of information communication technology in teaching of science subjects at the Namibian College of Open Learning
| dc.contributor.author | Afunde, Ndeshimona L. | |
| dc.date.accessioned | 2015-11-24T12:57:42Z | |
| dc.date.available | 2015-11-24T12:57:42Z | |
| dc.date.issued | 2015 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education | en_US |
| dc.description.abstract | Technology has become a vital tool in teaching and learning, realising a paradigm of learner centred instruction for diverse learners. The use and integration of ICT into education, which is the focus of this study, is stated as one of the five distinct development areas in the use of ICT (MoE, 2005). In order to meet the requirements of Level 2 according to ICT policy for education, NAMCOL adopted a strategy to enhance ICT integration in teaching to this effect. NAMCOL invested resources in establishing computer laboratories at selected tuition centres. Against this background, the study investigated how the Science tutors integrated ICT in their teaching at the NAMCOL centres, the tutors’ perception of ICT and the main barriers for integrating ICT in teaching at NAMCOL centres. The study was guided by Rogers’ theory of diffusion and adopted a qualitative case study design to investigate the integration of ICT in Science teaching at NAMCOL centres as well as the perceptions of the Science tutors of ICT integration. Four NAMCOL centres which met the criteria of purposive sampling were selected to participate in this study. Semi- structured interviews and observations were the research tools used in the study. Data were analysed by coding and classifying the data into meaningful themes and patterns. The findings revealed the availability of infrastructures at NAMCOL centres and that the Science tutors and Head of Centres at the studied centres had positive perceptions towards the integration of ICT. The barriers that hindered the integration of ICT were identified. The study found that the majority of the Science tutors were confident in using computers for personal purposes and basic functional practices. The study found that Science tutors lacked the pedagogical ICT skills. The study recommends, among others, that capacity building with a focus on ICT pedagogy to be provided to Science tutors to ensure that they confidently integrate ICT in the teaching of Science. In addition, the centres should be equipped with the appropriate Science software to facilitate the integration process. Finally, the study will provide NAMCOL management and tutors with research-based information and evaluation of the ICT-based environment in terms of perceived effectiveness and the quality of teaching to those learners studying Science for future strategic planning. | en_US |
| dc.identifier.citation | Afunde, N.L. (2015). An investigation of the integration of Information Communication Technology in teaching of science subjects at the Namibian College of Open Learning. University of Namibia, Windhoek. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/1589 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Information Communication Technology | en_US |
| dc.subject | Science subjects | en_US |
| dc.subject | Namibian College of Open Learning | en_US |
| dc.subject.lcsh | Science, Study and teaching (Secondary) | |
| dc.title | An investigation of the integration of information communication technology in teaching of science subjects at the Namibian College of Open Learning | en_US |
| dc.type | Thesis | en_US |