An Evaluation of Teachers’ Experiences and Perceptions on the introduction of Information and Communication Technologies (ICTS) as a mainstream subject in Secondary Schools: A Case Study of selected Schools in Lusaka Province Edward. C. Mwalimu Department of Library & Information Science, University of Zambia, Lusaka, Zambia
Tuesday Bwalya Department of Library & Information Science, University of Zambia, Lusaka, Zambia
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Abstract— The study sought to evaluate teachers’ experiences and perceptions on the introduction of ICTs in secondary schools. It ascertained views on whether the policy was meeting its intended objectives and also highlights some of the challenges being faced in ensuring ICTs are successfully taught in the Zambia’s education system. The study combined both the exploratory and descriptive approach and was based on qualitative methodology. The population for this study consisted of ICT teachers, school managers and District Education Administrators for schools in Lusaka and Kafue Districts of Lusaka Province. A total of 62 respondents were sampled and were selected using purposive sampling techniques. There were 30 ICT teachers from both government owned and privately owned schools and 30 school managers from both government owned and privately owned schools. Two (2) key informants were interviewed from the District Education Board of the two districts. The overall response rate was 66%. Data was collected using one-to-one interviews and analysed by Thematic Analysis. The study found that implementation of the ICT policy in Government owned secondary schools was slow. The study further revealed that teaching was theoretical due to lack of computers. On the other hand, private secondary schools were more resourced with ICT facilities. Furthermore, the study found that the policy for ICT was well formulated. However, the institutional framework for effecting this policy is still undeveloped. The study established that some teachers had experience in using ICTs especially those in private owned secondary schools. In view of the above the study recommended that government should employ more qualified ICTs/Computer teachers, re-train teachers who wished to teach ICTs in school. Further, the study recommended that computer training Keywords— ICTs, Experiences, Perceptions, Skills, Supporting Infrastructure.
I.
INTRODUCTION
There has been a world-wide paradigm shift where countries have realised the importance of integrating Information and Communication Technologies (ICTs) as a mainstream subject in their educational sectors [1]. This has culminated into a greater call for governments both in the developed and developing world to promote the teaching of ICTs in schools. This is in line with the UNESCO agenda of the International Conference on ICT and Post-2015 Education that education institutions, at all levels, need to provide every citizen with the knowledge, skills and competences as well as the lifelong learning opportunities required for living and working in an increasingly technology rich environment. Therefore, education systems should also ensure that they are able to exploit the potential benefits of ICTs in order to expand access to, and enhance the quality and relevance of learning throughout life [2] In an effort to catch up with global development and improve the quality and calibre of personnel that can fit into the ICT-led economy, governments have invested heavily in ICTs. It is in this view that the Ministry of General Education (MGE) in Zambia has made huge investments in the hope of attaining the goal of improving the quality of education through enriching learning with the help of educational software and technologies [3]. This is because ICTs in the 21st century have become necessary tools and on requires basic skills in order to contribute to individual, national and global development. The rationale behind the introduction of ICTs in schools is that it is hoped that it will contribute to national development through its impact on social and economic sectors such as agriculture, health and education, and by empowering learners to take advantage of new opportunities [1]. According to the 2006 National Information and Communication Technologies Policy (NICTP), the Zambian education system especially in public schools is characterized by low ICT adoption rates. There are over 6,000 public schools out of which very few have ICT subjects as part of the curriculum. However, in 1998, the Ministry of Education started an initiative to introduce
computer studies in selected secondary schools. In 2011, the primary and secondary curriculum were reviewed to include the introduction of ICTs/computer studies, entrepreneurship education, business studies, and design and technology studies among others. The results have not been yielded yet. On the other hand, private schools are promoting ICT literacy although only a small percentage of the pupils are ICT literate by the time they leave secondary school [4]. It is against this premise that the sought to evaluate teachers’ experiences and perceptions on the introduction of ICTs as a mainstream subject in secondary schools. II.
BACK GROUND TO THE STUDY
have rudimentary knowledge of the subject. There is moreover a serious shortage of skilled personnel and adequate equipment for teaching the subject. It is these problems that have spurred the current research. The study will seek to establish how these problems have resulted in poor performance of pupils in ICTs (NICTP, 2006). IV.
RESEARCH OBJECTIVES
The main objective of this study was to evaluate the Experiences and Perceptions of teacher’s on the introduction of ICTs as a mainstream subject in Secondary Schools. In so doing, the research addressed the following:-
Education forms the backbone for every society. This has been recognized by the subsequent Zambian governments and indeed huge investments have been made in the educational sector by the Zambian government and other organizations [5]. ICTs can play an important role in the educational sector by improving the access to education (one of the major problems in the Zambian education), the quality and management of education [5]. The current ICT market in Zambia is concentrated in urban and industrialized areas, leaving many areas and poorer social groups with limited ICT access. The government has a responsibility to provide services to the people as a whole and should work alongside the private sector to do this [5]. In the quest to introduce computer studies, the government of the Republic of Zambia formulated a National ICT Policy in 2006 which brought about the introduction of computer education in the nation’s school system. The goal was to provide a framework for streamlining the ICT sector and enhancing its ability to help address socioeconomic and development of a knowledge based economy. To achieve this required investments in the development of ICT skills. Also to develop a critical pool of ICT skilled personnel, integrate ICT into the national education curriculum, teachers and facilitators at all levels to enhance their ICT competence [5].
a) To find out whether ICTs are being taught as a mainstream subject,
[7], states that perceptions are cognitive processes that build on internal and external experiences. Hence Perceptions are the personal translations of these experiences. As such, the opinions of colleagues or the school team will invoke perceptions in fellow teachers. Teachers seem to adopt different cognitions and varying degrees of ICT use, depending on their socioeconomic, gender, teaching experience, the subject domain they teach and the levels of knowledge on ICTs. [8], stated that teaching of ICT in schools is influenced by the cultural perceptions of the teachers. Therefore, cultural perceptions need to be considered as a key factor in the implementation of ICT as culture may play a crucial role affecting the manner teachers relate their beliefs to ICT in general.
Experience: It is the knowledge or mastering of an event or subject gained through involvement in or exposure to it [11].
III.
STATEMENT OF THE PROBLEM
The teaching of ICTs in schools still faces challenges, while the goals and targets set in the policy document seem realistic, realizing them still remains a setback in educational system [6; 4]. The teaching of ICT has been of a poor standard and is not yet producing pupils with a proficiency in the usage and application of ICTs in their daily lives. ICT still remains a mystery for some pupils while in some cases some pupils only
b) To assess the Institutional Framework that has been put in place to support the teaching of ICTs, c) To evaluate the Experiences of teachers on the teaching of ICTs, d) ICTs.
To ascertain teachers’ Perceptions on the teaching of
V.
DEFINITION OF KEY TERMS
ICT (Information and Communications Technology – or Technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as video conferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries [9]. Perception: It is the process by which stimulation of the senses is transmitted into meaningful experience [10].
Secondary School: An education establishment that offers education to students from grade 8-12 and prepares them for tertiary or vocational education [5]. The term Institutional Framework refers to a set of formal organisational structures, rules and norms for service provision. Such a framework is the precondition for the successful implementation of the objectives of the organisation [12]. VI.
THEORETICAL FRAMEWORK
The study was guided by the Theory of Educational Technology (TDF) which attempts to explain how teachers’ perceptions and experiences may affect the teaching of ICTs. The TDF is a framework that represents the relationship between ICT as a learning subject and the quality use to improve learner performance. The adoption of ICTs as a mainstream subject highly depends on the teacher’s capacity to fully comprehend ICT as their teaching subject. The TDF presents five teacher capacity levels to illustrate the
development of ICT as a mainstream subject. The five stages are: •
Entry
•
Adoption
•
Adaption
•
Appropriation
•
Innovation
The Entry stage of Teacher Development Framework is the survival stage which lasts through the first year of teaching. At this stage, teachers realise that what they had expected from their training work was not what they were finding in the actual classroom or teaching experience. Although they had felt prepared to teach and anticipated success upon entering the profession. The Adoption stage, saw teachers figuring out what gains they actually made in the entry stage and consolidating them. Teachers began to focus more on teaching the pupils rather than the subjects The Adaption stage entails that teachers have a desire to learn new methods of teaching, to escape from the routine things. The appropriation stage occurs when teachers have learnt the basics of teaching and felt comfortable, secure, confident and sure about their profession. And lastly the innovation stage which is ranked as the highest level in the framework denotes teacher abilities to using ICTs for generation or interaction with knowledge. It is therefore expected at this stage that teachers are fully confident, sure and comfortable to teach ICTs. VII. LITERATURE REVIEW The global ICTs continues to grow at an exponential rate, bringing with it new ways of transacting, communicating, learning, socializing and transforming just about every aspect of daily life. In the Norwegian curriculum, the ability to use Information and Communication Technology has been considered one of the five basic skills since 2006. The ability to teach ICT is not a subject, but a skill that has been implemented in almost all subject syllabi in the 10year compulsory school system. Several researchers are emphasizing the importance of clear leadership in order to develop positive attitudes towards the teaching of ICTs among teachers and to facilitate innovative uses of ICT in education (Norwegian Ministry of Education and Research, 2004). Furthermore, there is an indication showing that non availability of necessary ICT infrastructure impedes the teaching and integration of ICTs in some parts of Norwegian schools [13]. [14] Stated that in Africa despite a slow start, ICT use is now rapidly accelerating and its transformative effects are increasingly accessible. In Africa most national ICT policies and strategies mention capacity building as a priority. However, most countries fall short on implementation. This translates into significant capacity gaps especially at the level of specialists being able to build and maintain infrastructure and services making Africa overly reliant on external expertise. According to [15], explained that many governments in
developing countries, especially those in sub-Saharan Africa, lack efficient ICT policy. Therefore, a report by the World Bank declares that the factors that limit teaching and integration of ICT in developing countries must be understood within a context of challenges and difficulties prevalent in these countries. These include: the absence of comprehensive policies which enable and support interventions and which are supported by clearly defined and resourced strategies for implementation at national level as well as at the level of educational institutions; lack of financing and prioritization of ICT investments; limited infrastructure of the kind required to support the use of ICT in education; lack of capacity at all levels to integrate and support the use of ICT in education effectively; lack of necessary ICT skills among teachers, and of the specific training needed to be able to use ICT appropriately in the classroom and lack of appropriate content as well as the lack of accurate, comprehensive, up to date data on education [16]. Data by [2] shows wide variations of ICTs within primary schools across sub-Saharan Africa. In 2007, ICTs were least common in Malawi, Mozambique and Zimbabwe, where 25% levels of teaching ICTs in their school. ICTs in this context are taken as an essential class resource in primary and secondary schools, given the scarcity of computers and the electricity to operate them. According to [13] explained that few schools were engaging with local IT firms. The ICT curriculum and range of qualifications provided by many of the secondary schools not adequately preparing pupils either for more advanced academic courses in ICT and related subjects, or for technician-level further education and apprenticeships, the report states. Too often, teachers underestimate what pupils are capable of achieving. Teaching of ICTs in Zambia private owned school, generally has increased and dramatically growing. However, while there had been great deal of knowledge about how ICTs are taught in Zambian schools, there is not much information on how the teaching of ICTs in government owned schools as they lack materials and teachers with ICTs skills. [17]. The term policy and institutional framework refers to a set of formal organisational structures, rules and norms for service provision. Such a framework is the precondition for the successful implementation of the objectives of the organisation [18]. In this context, it was taken as the mechanisms put in place to ensure the successful teaching of ICTs in Secondary Schools. The overall goal of an ICT in Education policy is to further access, equity, quality and relevance, as the key principles underpinning each country’s ICT and education policies. Promoting ICTs to provide access to education for all and quality education that is relevant with regard to the labour market is the foundation of such a policy. ICT is an enabling tool and a cost effective solution to improve and increase access to education. ICT must therefore be incorporated in a systemic process, within the context of challenges to be met, strategic issues to be addressed and key result areas to promote with tangible indicators of success. To this effect, this literature reviews the various institutional frameworks that various governments and teaching agencies or ministries in different countries have adopted in order to
successfully implement the teaching of ICTs as a mainstream subject. Zambia has made significant progress in policy and regulatory reform to promote ICT as a catalyst for socio economic development. The government of the republic of Zambia has put in place an ICT policy document that will support the teaching of ICTs in schools. The Ministry of Education attempted and planned for introduction and use of ICT for example in teacher education. Indeed, efforts in the past have been made to define and articulate plans to improve the management and application of information systems in the Ministry of education. The Ministry recognized the importance and use of ICT in the improvement of quality and accessibility of education. Numerous discussions and planning around the use of ICT have taken place [19]. Many schools especially privately owned have introduced computer literacy and appreciation in their syllabus, but few have gone beyond computer literacy. The number of schools, colleges and skills training institutes planning for and acquiring computers in their computer laboratories slowly increased [20]. However, a policy alone is not enough but needs an enabling institutional environment for its formulation and implementation. This was envisioned to be critical hence a policy was designed to guide and mainstream the use of ICTs in all sectors of the economy hence the policy is an ICT for Development (ICT4D) policy designed to fit within the socioeconomic development agenda of the country rather than a stand-alone technology framework [20] [18], observed that retaining critical ICT skills which generally tend to be in short supply is a challenge, and puts the sustainability of ICT systems at risk. This suggests the need for education administrations to continue to benchmark their human resource practices and where necessary adjust policies to ensure that teachers are trained in ICTs, motivated and retained. It is in this vain that the Ministry of General Education in Zambia is putting in place a training policy for training of teachers in ICTs. The major challenge has been the shortage of labour force due the failure of training institutions to produce ICT technicians and professionals needed for the labour market [19]. For the teaching of ICTs in secondary schools as a subject of scholarly interest, to the knowledge of current researchers no study has been conducted to examine and explain the readiness in terms of training of teachers. Therefore, the current study will find out whether teachers are receiving the necessary training in order to adequately teach ICTs. VIII. RESEARCH METHODOLOGY The research design for this study combined both the exploratory and descriptive approach. A descriptive approach was intended to present facts concerning the nature and the status of the situation, as it exists at the time of the study and to describe the present conditions, events or systems based on impressions or reactions of the respondents of the research. The exploratory approach on the other hand sought in depth explanation as well as previously unknown insights in to the topic at hand. This study was concerned with the experiences,
perceptions, opinions and practices that exist with respect to the teaching of ICT in secondary schools. The study was conducted in Lusaka Province in the southcentral part of Zambia. It was only conducted among schools located in Lusaka and Kafue Districts. The population for this study consisted of ICT teachers, school managers and district Education Administrators for schools in Lusaka Province. The proposed size of the sample for this study was 62. Respondents who were drawn from Kafue and Lusaka District. There were 30 ICT teachers and 30 school managers sampled from the two districts. Two (2) key informants were interviewed from the district education boards of the two districts. ICT teachers were included as they were the ones with first-hand experience of the successes and challenges faced in teaching and integrating ICT in their schools. School managers and administrators from the district education boards were targeted as they had the primary task of supervising and coordinating the implementation of the ICT policy in the various schools. Their operational and strategic oversight was useful in providing a broader perspective on the successes and failures of the policy. Data was collected from both primary and secondary sources which included different published works such as books, past studies related to the subject, journals and official records on the subject matter. Data analysis was done using thematic analysis. IX.
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
A total of 41 respondents were interviewed in this study. There were 15 ICT teachers from government owned schools and 15 from privately owned schools. There were also 15 school managers from government owned schools and 15 from privately owned schools. The researcher also interviewed 2 representatives from the District Education Board who acted as key informants. This is shown in the table below:
CATEGO RY
ICT TEACHERS
GOVERNMENT OWNED SCHOOLS PRIVATELY OWNED SCHOOLS KEY INFORMANTS
SCHOOL MANAGERS /ADMINIST RATORS
15
15
15
15 2 a.
Respondents interviewed b.
1) Teaching ICTs in Zambian Schools Implementation of the ICT policy in Government owned schools appears to be poor. It appears that the MoGE imposed the policy on schools without first preparing the financial, material and human resource necessary for its success. Most of the teaching also appears to be theoretical. Furthermore,
students in the government schools have little or no first-hand practical experience of the technology they are learning about. This entails that the teaching of ICT in the government schools still remains undeveloped and more needs to be done to ensure successful integration and teaching of ICT in government schools. This is in line with what the World Bank observed that the factors that limit teaching and integration of ICT in developing countries must be understood within a context of challenges and difficulties prevalent in these countries. These include: the absence of comprehensive policies which enable and support interventions and which are supported by clearly defined and resourced strategies for implementation at national level as well as at the level of educational institutions. This also includes poor financing. However, private secondary schools are more resourced with ICT facilities than government schools. Despite the presence of such ICT facilities in the schools, few teachers use them as learning and teaching tools. In some schools the facilities are not used at all. 2) Policy and Institutional Framework to Support the Teaching of ICTs in Zambian Schools From the research findings, the policy for ICT appears to be well formulated. However, the institutional framework for moving this policy is still undeveloped. Schools receive very little institutional support from the government. Non– Governmental Organization and foreign donors are supporting the government schools, mainly by providing equipment and other material support, but this is still not sufficient. It also appears that the schools do not effectively cooperate with one another. There are very few synergistic partnerships among schools where they could pool their resources together to strengthen their capacity to implement the policy. The schools surveyed appear to work in an isolated and uncoordinated manner, with each struggling to teach ICT with its limited resources. It also appears that there is little cooperation between private and government schools to further strengthen integration of ICT. It is also evident that there is still a low level of human resource development system in the area of ICT. In this case the teacher training institution does not generate sufficient numbers of ICT teachers to meet the huge shortage in Zambian schools. Systems for training more ICT teachers or allowing those already deployed to upgrade their skills are still not in place. Furthermore, the system for licensing and accreditation is yet to be well established and this subsector of the education system is still poorly regulated. In relation to these research findings, most developing countries have excelled in instituting and implementing institutional frameworks due to their strong political, multistakeholder participation will as well as through increased investment in this endeavor [1; 2]. 3) Experiences of Teachers on the Teaching of ICTs Findings of this study underline computer ownership as an important predictor of higher level computer experience and training. Computer owners were more experienced in computer use and more likely to have attended a computer
training program. The most commonly reported use of ICT for teaching included preparation for notes, teaching learning resources and examinations. Some teachers used ICT to solve immediate problems related to teaching and learning they had encountered during the course of teaching as the following extract illustrates: The use of ICT helped teachers simplify their teaching work, manage their time and enrich teachinglearning tasks as indicated in the following excerpts from two different teachers. Several incidences of ICT use for professional development have been indicated. Such uses include searching for information for self-study and communication. These uses ultimately helped teachers increase their confidence in their respective areas of specialization. The level of competence of ICT was influenced by computer training whose duration ranged from two weeks to six months. The respondents who had received some form of computer training displayed more use of ICT in various areas than those who did not receive any training. The lack of computer training could lead to cyber phobia which is likely to limit their use of ICT. Teacher training in ICT is vital for future conception and uses of computers for teaching learning process. However, for proper ICT teaching in education, the quality of training needs to be taken into account. This is in line with what [22] suggested that teacher experience in Africa at large plays a vital role in the initial acceptance towards a system in question. It was further reported that teacher experience is significantly correlated with the actual use of technology. In her study, she revealed that effective use of computer was related to technological comfort levels and the liberty to shape instruction to teacherperceived student needs. 4) Perception of teachers in the teaching of ICTs In general, the teachers had positive computer attitudes. However, despite their positive attitudes most of the teachers were unsure if they were confident and comfortable in using for teaching computer practical. In other words, teachers carried positive attitudes towards computers, felt affinity for computers and were not averse to computers. Though, they did not seem to be sure about their confidence and comfort. Several reasons may account for this. First of all, to be confident and comfortable in computer use, previous experience is essential. Furthermore, mastering certain computer skills, in this case, computer supported teaching would be a major factor in having confidence in computer use. Personal rather than academic uses of computers might have been impediments to needed confidence and comfort. Moreover, computer integration in teaching may be viewed by teachers as challenging their traditional authoritative role in the classroom as their pupils would likely be more knowledgeable about computers. Thus, they may find it uncomfortable to give up their teacher-centered methods where the teacher is the only authority and primary source of knowledge. There are numerous factors that influence teachers’ teaching of ICTs. These include: teachers’ feelings, knowledge and attitudes. Research has shown that teachers’ attitudes towards
technology influence their acceptance of the usefulness of technology and its integration into teaching. Teachers’ computer experience relates positively to their computer attitudes. The more experience teachers have with computers, the more likely that they will show positive attitudes towards computers. Positive computer attitudes are expected to foster computer integration in the classroom. If teachers’ attitudes are positive toward the use of educational technology, then they can easily provide useful insight about the adoption and integration of ICT into teaching and learning processes. [23] Did a study in South Africa to find out the perceptions of teachers towards teaching of IT in schools. They found that teachers with higher level computer experience in teaching with technology had more positive attitudes and higher confidence and comfort. Based on these results, ownership of personal computer emerged as a key factor in improving both computer expertise and attitudes towards computers of secondary teachers. In the context of AHS where sufficient technological infrastructure was available and the teachers had access to computers during school time, these findings highlighted the importance of personal computer ownership. Teachers at school might be busy with lesson planning or other duties which might limit their interactions with the school computers. This study revealed that teachers with no or basic computer literacy training significantly differed from their counterparts in terms of Computer Attitudes, Affinity and Confidence and Comfort. As in other studies, training emerged as an important factor that affected teacher perceptions.
[6]
5) RECOMMENDATIONS The following should be done to improve the teaching of ICTs/Computers in schools. a) The government should employ more qualified ICT/Computer teachers. b) Re-train or train teachers who are not ICT teachers but have interest in teaching computers c) Build computer labs and purchase computers in schools e) Electrification of schools that do not have electricity g) Partner with stakeholders such as private sector and NGOs.
[19]
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