Teachers' and pupils' perceptions of Information Communication Techonology(ICT)as an examinable curriculum subject in selected secondary schools of Mazabuka district,Zambia
Date
2017
Authors
Moono, Siana
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study interrogated teachers' and pupils’ perceptions of Information Communication Technology (ICT) as an examinable curriculum subject in secondary schools of Mazabuka District, Southern Province of Zambia. In 2013, Ministry of General Education (MoGE) reviewed the National School Curriculum introducing ICT as an examinable subject at junior secondary school level. This development was however received with mixed feelings among different stakeholders across the nation. The study employed Davis’ (1989) Technology Acceptance Model (TAM) theoretical framework to establish the teachers and pupils’ perceptions of ICT as an examinable curriculum subject. In TAM two important constructs are; perceived usefulness and perceived ease of use of the technology (David, Foxall and Pallister, 2002). The descriptive research design was used to collect qualitative data from a sample of 36 participants who included school administrators, ICT teachers and pupils. Purposive and quota sampling were applied to select the participants. Data were collected using unstructured questionnaires, interviews and focus group discussions. The data were analysed thematically by the categorizing of major and sub-themes that emerged from the study.
The study showed that both the teachers and pupils had positive perceptions towards ICT as an examinable curriculum subject as majority of the participants strongly felt that the current times demanded for ICT knowledge in order for people to fit well in the modern world of technology. The study identified challenges secondary schools faced in the teaching and learning of ICT such as; lack of trained ICT teachers, inadequate computer hardware and software and irregular power supply. Various measures however, were employed in mitigating the challenges such as; community engagement, voluntary teaching, class splitting, use of alternative source of power and explorations of online resources. The study further established that ICT as a subject had bright prospects because of its viability, promising Government political will, ICT teacher qualifications improvement and ICT’s critical role in social-economic development of a country.
The study recommends that the Ministry of General Education should maintain the policy position on ICT as a compulsory examinable subject at junior secondary school level. Government also should consider reduction of tax and tariffs on end-user consumer ICT products such as desk top computers, ipads, projectors and others.
Description
Keywords
Information technology--Curriculum--Study and teaching--Zambia