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dc.contributor.authorMtanga, Naomy
dc.contributor.authorImasisku, Inonge
dc.contributor.authorMulauzi, Felesia
dc.contributor.authorWamundila, Sitali
dc.date.accessioned2018-12-18T12:36:55Z
dc.date.available2018-12-18T12:36:55Z
dc.date.issued2012-06
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/5508
dc.description.abstractThis paper is based on a research that was conducted in seven high schools in Lusaka, Zambia on the utilisation of ICTs in education. Areas of ICT usage that were investigated included the use of ICTs in learning activities by pupils, the integration of different ICTs by teachers into the various teaching activities, and the use of ICTs in the operations of schools to improve administrative efficiency. Purposive sampling was used to select 70 respondents who actually used ICTs. Self-administered structured questionnaires were employed to collect primary data. The study yielded 90% response rate comprising 42 students and 21 members of staff. Among the major findings of the research were factors inhibiting full integration of ICTs in the teaching, learning and administrative processes. The paper concludes by recommending measures to be taken to ensure full utilization of ICTs in day to day academic and administrative activities.en
dc.language.isoenen
dc.subjectInformation and Communication Technologiesen
dc.subjectPedagogical skillsen
dc.subjectTeaching methodsen
dc.subjectTeaching and learningen
dc.subjectZambian Secondary Schoolsen
dc.titleUse of ICTs in education: a case study of selected urban based high schools in Lusaka, Zambiaen
dc.typeArticleen


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