The prevalence of technology usage in the teaching vocabulary in english in selected primary schools of Kasama district of Zambia.
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Date
2024
Authors
Ng’andu, Clenia
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study investigated the prevalence of using technology in teaching vocabulary in English using technology in selected primary school of Kasama district of Zambia. Using a descriptive research design, the study adopted a qualitative methodology. Questionnaires, interview guides and observation check list were used in collecting data. The sample size was twenty teachers who taught grades two to five classes from five schools, including twenty pupils from the same schools. Thematic analysis was used to analyze the data that was gathered. The study sought to address three objectives: firstly it aimed to establish the use of technological gadgets teaches of lower grades use in teaching vocabulary. Secondly, the study wanted to ascertain the technological application, software and learning platforms that were used for teaching vocabulary among early graders and the third objective investigated the views of teachers in teaching vocabulary among early graders. The study discovered that among the gadget provided by technology smart phones, iPad, laptops, computer, desktop and tablets were the tools teachers used in the teaching of vocabulary.
Among all these gadget, the phone was the most used tool because it was the most accessible and available device. Furthermore, the study confirmed that even though technology had a lot of softwares, applications and platforms teachers of Kasama district only used WhatsApp, tiktok, you tube, audiobooks, Facebook, video games and power point when teaching vocabulary. It should also be noted that, despite teachers mentioning these platforms and software only four teachers from two different schools were seen implementing what they had claimed in the questionnaires. Most of the learners too, attested to the fact that, some of teachers had never used any form of software or platform in teaching vocabulary, except for
four pupils from two different schools indicated that, their teachers sometimes would utilise the stated technological affordances in teaching vocabulary. Additionally the study showed that most of the teachers had a positive attitude towards the use of technology in teaching vocabulary as the results indicated that, the use of technology was a promising solution for diverse learners with different abilities, as technology provided multiple affordances which enhanced inclusiveness in the learning of vocabulary. However some teachers showed ignorance and negative attitude towards the use of technology owing to a number of reasons which include lack competencies in operating the gadgets, unavailability of technological tools in schools and lack of language special rooms. The study therefore recommended that the government should increase funding in schools to facilitate the purchase of various technological tools and construct language special rooms to cater for learners with disabilities. The study also recommended that district education officers in collaboration with head teachers should ensure that teachers hold regular continuous professional development meetings to capacity build the teachers on the use of technological strategies and operations of various gadgets for effective teaching and learning.
Description
Thesis of Master of Education in Literacy, Language and Applied Linguistics.