Assessing Mathematics Teachers Integration Levels Of Information And Communication Technology A Case Of Ongha Circuit Ohangwena Region
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Assessing Mathematics Teachers’ Integration Levels of Information and Communication Technology: A Case of Ongha Circuit, Ohangwena Region
A study titled "Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region" assessed the level of ICT integration of the secondary school mathematics teachers at MCA schools in Ohangwena Region. The study used the SAMR model to rank the level of secondary school mathematics teachers. A total sample of six (6) secondary school mathematics teachers at MCA schools was purposefully selected. The study uses qualitative methods to draw data from the participants. The study also utilized observations and a standardized interview with open-ended questions. Sample data collected from observations and interviews was subjected to an interpretive approach. Teachers’ levels of ICT integration were ranked using the SAMR Ranking. Data recorded during interviews was transcribed verbatim and categorized under themes. The study revealed that the secondary school mathematics teachers do integrate ICTs into their teaching of mathematics at the substitution and augmentation levels of the SAMR model. The study further revealed in-service training, time to integrate ICT, provision of ICT tools and internet coverage, as well as technological support as challenges to the ICT integration in their teaching of mathematics at the secondary school level. The study recommends that the MoEAC provide guidelines for ICT integration and make IC a promotional subject to facilitate teaching delivery. The study further recommends that MoEAC provide funds for teachers’ in-service training on the integration of ICT in teaching and learning processes in all subjects. Furthermore, the study recommends that further research to focus on assessing the teachers’ level of ICT integration in teaching mathematics at MCA schools at a national level
An Exploration of Selected Windhoek Secondary School Teachers Information Communication and Technology Classroom Integration
The Namibian ICT in Education Policy and the TECH/NA! Implementation Plan have been in existence since 2006. Many studies have followed up on technology integration in various subjects at schools across the country since then. This study is focused on measuring the levels of integration in the Khomas Region and looks at the return of investment from the implementation of the Policy. This study explores the challenges still existing for teachers integrating technology into classroom practice and the strategies that are being employed. Theoretical frameworks supporting this study is Technology Acceptance Model (TAM) and the four levels of Kotrlik Pierson's model of technology integration (KPMTI). The theoretical framework focuses on the actual ICT classroom integration, perceived importance of ICT integration, teachers’ confidence, and challenges in ICT integration. This exploratory case study research design uses a semi-structured interview protocol. Due to the COVID19 pandemic and interruption in education, the researcher was unable to carry out class observation that was originally planned. This study is dependent entirely on the self-efficacy of teachers reporting of their practice. The results indicate that, despite a few innovative strategies of ICT integration, the majority of ICT integration initiatives in the classroom are still not optimised to a desirable redefinition or transformational level according to SAMR ICT integration level. Attitudinal issues, lack of support, affordability and lack of skills were identified as constraints that affect effective implementation of ICT. The Ministry of Education, Arts and Culture appears to place more financial focus on the training of staff, including the principals. Furthermore, results show the need for making stakeholders aware of the need to refocus on re-implementing ICT integration efforts, encourage teachers to take their own initiative to develop skills in ICT integration and improve access to ICT resources
Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa
Author: Wout Ottevanger
language: en
Publisher: World Bank Publications
Release Date: 2007-01-01
Developing Science, Mathematics and ICT (SMICT) in Secondary Education is based on country studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature review. It reveals a number of huge challenges in SMICT education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.