Experiences of teachers in teaching computer studies as a compulsory subject in secondary schools in Kitwe district, Zambia.
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The study sought to investigate experiences of computer studies teachers in teaching computer studies as a compulsory subject in selected secondary schools of Kitwe district. The objectives of the study were to: determine experiences of computer studies teachers in teaching computer studies as a compulsory subject, establish the benefits of teaching computer studies as a compulsory subject, establish challenges faced by computer studies teachers in teaching computer studies as a compulsory and explore strategies aimed at enhancing the teaching of computer studies in selected secondary schools in Kitwe district. Interpretive phenomenological research design was utilised. The sample comprised 12 purposively selected teachers of computer studies from three secondary schools. Data was collected using semi-structured interview guides and was analysed by content analysis and results presented in descriptions and narrations. Verbatim which were considered relevant was also included. The study revealed that teachers experienced the teaching and learning of computer studies was done two-fold, namely, theory and practice and this positively empowered them with various technological skills such as browsing, typing and researching via internet. The study also revealed that benefits of computer studies to teachers included increased participation in research, a shift from teacher-centred to learner-centred teaching and promoted individualised learning. Teachers faced challenges such as lack of teaching and learning equipment incidences of power outages, lack of modern school computer laboratories; inadequate trained personnel; negative attitudes from parents toward the teaching and learning of computer studies, lack of funding from government, class overcrowding and high rate of theft of computers. The study recommended that the government should provide adequate computers to enhance the teaching and learning of computer studies. It also recommended provision of adequate teacher training in computer skills to ensure more effective teaching of the subject. The Ministry of General Education should empower schools with funds to enable them purchase generators for use in times of power outages. Furthermore, continuous professional development in ICT should be encouraged to improve their skills and competencies.
The University of Zambia