Saarmste 2012 presentation

Assessing ICT availability and use by Mathematics and Science Teachers of

High Schools in Zambia: A case of Copper-belt and North-Western

Provinces of Zambia

Mwewa GodfreyUniversity of Zambia, Institute of Distance Education

& Ndhlovu B. Zanzini (PhD)

University of Zambia, School of Education

Presentation Outline

• Abstract• Introduction• Theoretical background – purpose of study &

research questions• Methodology• Results and Discussion: demographic

characteristics• Conclusion and recommendations

04/13/23 SAARMSTE 2012 Conference, Hosted by University of Malawi, Crossroads Hotel, Lilongwe

Abstract

Paper reports on the availability and use of ICTs in teaching and learning in high schools by mathematics and science teachers in two provinces of Zambia, one urban and other rural. A survey research design was adopted, utilising both quantitative and qualitative methods. A questionnaire was used to collect quantitative data while Focus Group Discussions and interviews were used to collect qualitative data.


Abstract cont’d …

• Findings indicate that there were very limited ICTs facilities in schools.

• Where they were available, no technical support such that a large number of hardware was not functional.

• Internet connectivity was poor and expensive. • Large number of teachers did not feel

adequately prepared to teach using ICTs.


Abstract cont’d …

• They lacked skills and appropriate software to create inquiry-based learning environments.

Recommendations:• To use ICTs fully, teachers need not only to

access ICT tools or resources, but also re-learn how to use ICT in an appropriate manner and actually integrate technology in their teaching.


Key words

• Information Communication Technologies• High Schools, • mathematics and science teachers, • learning resources, • ICT policy; and • Interactive environments


Introduction

• ICTs identified as most effective tools to bring about socio-economic development

• Technologies offer whole new field for citizens to participate in developing knowledge-based economies (UNDP, 2006)

• Spread of IT-enabled services are beneficial especially to those with limited skills or lack resources to invest in higher education


Introduction cont’d …

Government of Zambia recognises importance of ICTs:

• Planned to have e-learning applied in all learning and socio-economic activities by 2015

• Committed to have infrastructure available fully integrated and functional throughout Zambia by 2015


• Challenge of inadequate supply of teaching and learning materials could be circumvented by use of ICTs (MoE, 2010)

• Majority of schools are not currently ICT-equipped or internet enabled

• Access to internet cafe`s steadily increasing (Hennessey, et al 2010)

• Little research on availability and extent of use of ICTs especially by maths and science teachers


Introduction cont’d …

• Documented that pupils are experiencing new environments that offer opportunities for collaborative learning. (Becker, 2000)

Research indicates that ICT can change the way teachers teach as:

• it supports more student-centred approaches to instruction

• developing the higher order skills and promoting collaborative activities


Purpose of the Study

Study sought to determine the prevalence and use of ICTs by Mathematics and Science teachers in high schools


Research questions

• What ICTs are available in schools in the Copper-belt and North-western Provinces?

• How do mathematics and science teachers use ICTs in their teaching?

• What experiences do mathematics and science teachers have in the use of ICTs for teaching and learning?

• What challenges if any do they face in ICT use?


Theoretical background

• Teachers’ use of ICT generally explained through two classifications:– Supportive ICT use; and– Classroom ICT use (Tondeur et al, 2007)

• Study also guided partly by motivation theories, and how they relate to teacher use of ICTs

• Sufficient levels of motivation in teachers spur them to innovative use of technology.


Methodology• Survey carried out in two provinces on types of

ICTs in schools and actual use • Sample of 20 secondary schools in two provinces• Questionnaires sent to schools• Total of 17 maths & science teachers interviewed

in focused group discussions and 6 in in-depth interviews.

• Quantitative data analysed using percentages while qualitative results were put in categories


Results and discussion

• Results presented according to research questionsDemographic characteristics• 17 participants: 3 females and 14 males• 4 teachers offered Physics, 3 offered Chemistry, 2

offered Biology while 7 offered Maths


Results and discussion cont’d ...

Subject Number of teachers Percentage

Biology 2 12

Chemistry 3 18

Mathematics 7 41

Physics 4 23

Other 1 6

Total 17 100


Types of schools

Type of school Copperbelt North-Western

GRZ 7 4

Grant-Aided 3 1

Technical 0 1

Total 10 6


Results and discussion

• More (44%) GRZ schools than other types of schools

• Majority of teachers were males 14 (82%) and 3 (18%) females

• Mathematics had highest number of teachers (7 teachers) representing 41%


ICT Availability

Copperbelt North-western

Radio Radio

Video Video

TV TV

Computers Computers

Tape Recorders Tape Recorders

Telephone(s) Telephone(s)

CD-ROM CD-ROM


• ICTs in two provinces were identical - differed in quantities

• Very few schools with computers with internet connection

• Copperbelt had more schools with Internet connections (6)

• Grant-aided schools had computers with internet connection

• Grant-aided schools had more ICTs available• Telephone line, radios and CD-ROM had minimal

classroom opportunity for learning04/13/23 SAARMSTE 2012 Conference, Hosted by University of Malawi, Crossroads Hotel, Lilongwe

ICT Availability

• Local communities registered a number of internet cafe’s whose patronage included pupils

• Schools seemed slow to take advantage of information society.

• Schools should be in driving seat and not back seat.

• Task ahead for government is to equip schools adequately for e-learning mode


ICT Policy

• Majority of schools had no ICT policy• 75 % of schools indicated that they had no ICT

policy while only 25 % had an ICT policy• School ICT policy statements include:

- Every learner to have access to basic computer literacy skills- All teachers should be computer literate


ICT Policy cont’d …• Where a computer room existed, there was a

teacher appointed to coordinate its use• 65 % of schools had a coordinator while 15%

didn’t have• 40% of coordinators were trained in ICTs• Observed that background of ICT coordinators:

maths (4); Science based (6); social sciences (2); and other areas (3)

• Felt that maths and/or science teachers were more suited to coordinate ICT activities


ICT Policy cont’d …• Lack of policy in schools compounded by the

absence of clear policy by Ministry of Education• Grant-aided schools have some guidelines on ICT• A policy would make it mandatory for schools to

purchase ICT equipment and send teachers for training


ICT Policy

• School-level policy facilitates coherent and supportive community of practice associated with effective, regular and consistent ICT use (Hennessy, et al, 2005)


ICTs use in schools

• ICTs used for teaching in maths and Sciences were stated as TVs and computers

• Schools with DSTV (A Private TV Network) had access to channels that broadcasted educational programmes in all school subject areas

• About 71 % of teachers used MS applications for preparation of lesson plans, keeping records and typing test


ICTs use in schools cont’d …

• Two schools on Copperbelt, radio was used in the classroom

• In grant-aided schools on Copperbelt, teachers used computers to access instructional materials on internet.

• ICTs were not used by learners for learning purposes


Teacher motivation

• Majority of teachers indicated willingness to learn how to use computers for teaching purposes

• Bester et al indicated that classroom use of ICT directly depended on teacher motivation and support in their use


Teachers experiences

• On use of TV broadcast educational channels:- “Learners found it a strange way of learning” - “Learners were very attentive and happy”- “I covered more material in a short time”- “There was full participation from all learners”

• Teachers expressed frustrations with Internet connectivity – slow, unstable and costly


Challenges in ICTs use

• Limited knowledge of how to use ICTs (and applications)

• Generally inadequate hardware and where available, hardly used due to computer illiteracy

• Lack of technical support in centrally controlled computer labs and usually with obsolete equipment

• Lack of control of television programmes aired on DSTV


Conclusion • There are very limited ICTs facilities in schools• Where such facilities existed Internet

connectivity was poor and expensive difficult to engage learners in collaborative learning environments

• Many teachers felt inadequately prepared to teach with ICTs

• Largest use of ICTs was in preparation and record keeping of results


Conclusion cont’d

• ICT use was about introducing learners to basic computer use such as word processing, e-mail & web-browsing

• Teachers were willing and ready to learn how to use ICTs in inquiry-based learning environments


Recommendations

• Put a policy in place to guide schools and teachers in ICT use and applications in schools

• ICT in the classroom should be integral part of curriculum in teacher preparation programmes

• Ministry of Education and private providers should equip their institutions with necessary ICTs


Recommendations cont’d …

• Teacher preparation institutions should include ICT training to offer hands-on experience to student teachers

• ICT subject at high school should be made examinable

• Ministry of Education and School owners should pay or give ‘jump-startfor operational costs that is, internet connectivity, software and maintenance

04/13/23SAARMSTE 2012 Conference, Hosted by University of Malawi, Crossroads Hotel,

Lilongwe

Recommendations cont’d …

• Schools with limited PCs could start with one internet-enabled computer in a room with some projection facility for access by the whole class

• Serving teachers should be supported in School-Based CPD activities that should include ICTs uses

• Government should give incentives to ICT operators such as zero-rate equipment who invest in ICT for education


End

and

Let’s discuss


Contact details

Mwewa Godfrey University of Zambia, Institute of Distance Education

Email: [email protected],&

Ndhlovu B.Zanzini (PhD) University of Zambia, School of Education

Email: [email protected]


mailto:[email protected]

mailto:[email protected]

Saarmste 2012 presentation

Education

university of malawi

crossroads hotel

supportive ict use

ict availability

introduction icts

science teachers useicts

extent of use oficts

innovative use of technology