Assessment of implementation of teaching and learning of ICT at juniour secondary school in selected schools in Chinsali
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The purpose of this study was to assess the implementation of the teaching and learning of ICT at Junior Secondary School level. The specific objectives were: to investigate the effectiveness of the teaching of ICT, to ascertain the suitability and availability of instructional resources in the teaching of ICT, to find out the experiences of pupils with regards to teaching and learning of ICT and to establish the role of the school administration in the teaching and learning of ICT. The theory that was adopted in this research was the Constructivism Learning Theory (George 1991). This study employed descriptive research design. The target population comprised pupils, teachers and Headteachers. The total sample size was 65. The questionnaires, structured interview and observation were used to collect data from the field. The narrative methods were used to analyze the primary data. This involved classification of words and phrases that related to the same content into major themes prior to discussion and conclusions. The results show that ICT was taught to the pupils in their various schools and that the teachers had a good understanding of the principle of teaching and learning. The teachers used different teaching methods which were learner-centered. These methods encourage and promote co¬operative learning among learners and hence, this helped in the construction of knowledge that enhances the intellectual and creative potentials of the pupils. Furthermore, whilst there were positive aspects that influenced the teaching and learning, it was noted that negative aspects were more prominent. Among these was lack of instructional resources in the schools; few computers and textbooks were available for use in the teaching and learning of ICT and this posed a challenge in the effective teaching and learning of ICT particularly in the Primary Schools. There was also no comprehensive ICT infrastructure to provide effective teaching and learning of ICT in the schools. Generally, the attitude of pupils towards the teaching and learning of ICT was good, despite the difficulties they were experiencing such as ineffective learning environments and the lack of instructional resources. In summary it was concluded that the implementation of the teaching and learning of ICT had not been effectively carried out, although to some extent the research findings revealed that the Head teachers supported the implementation of the teaching and learning of ICT. Further research, comprehensive ICT infrastructure development, provision of more computers and textbooks were among the recommendations of the study.
University of Zambia
Master of Education in Educational Management