The implementation of information communication technology in the primary education curriculum in selected schools of Chipata district, Zambia
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xiii ABSTRACT The study explored the implementation of Information Communication Technology (ICT) in the primary education curriculum in selected schools of Chipata district. This was by investigating whether or not the teachers and pupils were using ICTs in their teaching and learning, what teaching and learning materials were available in the implementation of ICTs in the primary education curriculum, what challenges teachers were experiencing in the implementation and interventions to improve the delivery of ICTs. The theories that guided the study were the constructivist learning theory and the force field theory. The research was qualitatively conducted using a descriptive survey design. The study used purposive sampling to select respondents that included 1 Debs representative, 5 Head teachers, 20 teachers and 20 pupils. Interview guides, focus group discussions and lesson observations were used to collect the data. The study findings were suggesting that there was low availability of ICT teaching and learning materials including poor technical and physical infrastructure in schools. Findings also suggest that there were very few teachers who have some personal ICT materials to help in teaching and none electrification of some schools was another issue. Further findings also revealed that the teachers are lacking knowledge and skills in ICT, though their perception about teaching ICT is positive. In addition the newly introduced language policy has brought more confusion in the minds of pupils in lower grades. Therefore, ICT in primary schools has not been successfully implemented because there are many variables which still need attention. Among others, this study recommends that the ministry of education should train primary school teachers in ICT and provide suitable teaching and learning materials and ensure effective support and maintenance of the ICT infrastructure. More research and new developments should be on going to ease access of information that can assist possible interventions that can be implemented. Most importantly, the implementation should also be done in phases and that more classroom spaces should be created.
University of Zambia
SubjectComputer science--Study and teaching (Elementary)
Information technology--Study and teaching (Elementary)
- Education