An exploration of selected Windhoek secondary school teachers information communication and technology classroom integration
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Date
2022
Authors
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Publisher
University of Namibia
Abstract
The Namibian ICT in Education Policy and the TECH/NA! Implementation Plan have been in existence since 2006. Many studies have followed up on technology integration in various subjects at schools across the country since then. This study is focused on measuring the levels of integration in the Khomas Region and looks at the return of investment from the implementation of the Policy. This study explores the challenges still existing for teachers integrating technology into classroom practice and the strategies that are being employed. Theoretical frameworks supporting this study is Technology Acceptance Model (TAM) and the four levels of Kotrlik Pierson's model of technology integration (KPMTI). The theoretical framework focuses on the actual ICT classroom integration, perceived importance of ICT integration, teachers’ confidence, and challenges in ICT integration. This exploratory case study research design uses a semi-structured interview protocol. Due to the COVID19 pandemic and interruption in education, the researcher was unable to carry out class observation that was originally planned. This study is dependent entirely on the self-efficacy of teachers reporting of their practice. The results indicate that, despite a few innovative strategies of ICT integration, the majority of ICT integration initiatives in the classroom are still not optimised to a desirable redefinition or transformational level according to SAMR ICT integration level. Attitudinal issues, lack of support, affordability and lack of skills were identified as constraints that affect effective implementation of ICT. The Ministry of Education, Arts and Culture appears to place more financial focus on the training of staff, including the principals. Furthermore, results show the need for making stakeholders aware of the need to refocus on re-implementing ICT integration efforts, encourage teachers to take their own initiative to develop skills in ICT integration and improve access to ICT resources and tools. The study concludes that despite many efforts, the return on financial and training investment from Ministry of Education, Arts and Culture (MoEAC) was insufficient to support the activities of sustaining the Namibian ICT in Education Policy as it pertains to teachers’ ICT integration in classrooms.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Educational Technology) of the University of Namibia
Keywords
ICT integration, Teachers, Khomas Region