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

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dc.contributor.advisoren_US
dc.contributor.advisoren_US
dc.contributor.authorNuuyoma, Estheren_US
dc.date.accessioned2014-02-07T14:08:24Z
dc.date.available2014-02-07T14:08:24Z
dc.date.issued2012en_US
dc.descriptionA thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education(Literacy and Learning)en_US
dc.description.abstractThe 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.description.degreeWindhoeken_US
dc.description.degreeNamibiaen_US
dc.description.degreeUniversity of Namibiaen_US
dc.description.degreeMaster of Educationen_US
dc.description.statusSuccessfully Downloaded file :http://wwwisis.unam.na/theses/nuuyoma2012.pdfen_US
dc.format.extentx, 92 pen_US
dc.identifier.isisF004-199299999999999en_US
dc.identifier.urihttp://hdl.handle.net/11070/577
dc.language.isoengen_US
dc.masterFileNumber3854en_US
dc.source.uriabstracts/nuuyoma2012abs.pdfen_US
dc.source.urihttp://wwwisis.unam.na/theses/nuuyoma2012.pdfen_US
dc.subjectEducation data processing Namibiaen_US
dc.subjectEducation primary Namibiaen_US
dc.subjectComputer-assisted instruction Namibiaen_US
dc.titleChallenges 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 Namibiaen_US
dc.typeThesisen_US
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