NAME: NTANDOYENKOSI SATAMWE
INSTITUTION: HILLSIDE TEACHERS’ COLLEGE
TITLE: LECTURER
CONTACT DETAILS: 0773 478 744
e-Mail: [email protected]
The extent to which practising teachers integrate information and communication technologies (ICTs) in instruction delivery and learning of Mathematical concepts: A case study of Reigate District secondary schools in Bulawayo
For the past ten years Zimbabwe has refocused its programmes in all Government sectors including Education in line with adoption and integration of information and communication technologies (ICTs) as tools for quality work.
A national information and communication technology (ICT) policy Framework was crafted in December 2005 to implement the recommendations of the Nziramasanga education commission report of 1999 .
The report recommended the introduction and mainstreaming of computer based teaching and learning in the pedagogy of our schools, colleges, universities and other institutions of higher learning.
Introduction
The National ICT policy on page 20, item 6.1 on Education and training sector states that the government should:
(i) Facilitate acquisition of basic ICTs equipment
(ii) Promote training in software development(iii) Promote e-learning and use of e-learning
materials(iv) Embed ICTs literacy in the pedagogy of
schools
Zimbabwe National ICT Policy
In light of the 2005 ICT Policy that led to the availability of computers in Secondary school through
-Presidential computer project -Non- Governmental Organisations - Individual Schools’ effort
All schools in the Reigate District have computers, and are connected to the Internet
ICTs such as white boards, projectors, e-Beam edge wireless relevant software are also available in some secondary schools
Mathematics teachers are trained to integrate ICTs in the teaching and learning of Mathematics through workshops. (To promote acquisition of technological pedagogical content knowledge TPCK) (Mishra & Koehler 2006)
However the learners’ performance at the national ‘O’ level Mathematics Examinations for the past ten years is a cause for concern. The pass rate ranges form 3.3% to 34 %. Hence the need to determine the extent to which practising teachers integrate the ICTs.
Background of the study
The study aimed to: Establish how the ICTs are integrated Determine level of competence of practising
Mathematics teachers in ICT use Identify Challenges that are met by
practising teachers as they integrate ICTs in instructional delivery
Establish possible solutions to the Challenges
Objectives of the study
The concept of ICTs integration in instruction promote : quality education (Mavundutse et al, 2005) increases participation on the part of the
learner better understanding of Mathematical
concepts Motivational learning environment Child centred pedagogy
Conceptual Framework
The feasibility of this concept lies on the availability of ICTs and competence in their use.
The major linking factor is the teacher.
Conceptual Framework cont
Integration conceptual Diagram
AVAILABILITY OF ICTs
COMPETENCE IN ICTs USE
IMPROVED INSTRUCTIONAL
DELIVERY
INTEGRATIONOF ICTs IN
INSTRUCTIONAL DELIVERY
In this study, mixed method approach was used where quantitative and qualitative methods were fused
It was carried out in All 8 secondary schools in the Reigate District which has a total of 61 Mathematics teachers
40Mathematics teachers were randomly selected to respond to the questionnaire, 5 from each school. This was done to cover all levels and to obtain as much information as possible.
8 Heads of departments (HODs) were purposively sampled and interviewed, since they keep departmental records and supervise teachers.
Research Methodology
Focus group discussions were conducted with learners from randomly selected 3 schools, at ZJC, ‘O’ level and “A’ level. Stratified random sampling was employed to ensure equal representation of the levels
The generated data from questionnaires was analysed using SPSS and presented in tables and graphs.
Validity and reliability of data was through triangulation.
Methodology cont
Table1: shows the availability of ICTs
This means that very few secondary schools provide Mathematics teachers with ICTs
Findings
ICTs computers
White board
e-Beam
software
Internet
Reliability of Internet
% 20% 22.5% 10% 30% 100% 80%
Table 3:Shows how Mathematics teachers are trained to integrate ICTs
Findings cont
Rate of training
Trained by Trained through workshops at
Colleague
HOD Qualified ICT personnel
Departmentallevel
Cluster level
District level
Provincial level
Monthly
12.5% 5% 5% 2.5%
Termly 17.5% 25% 10% 30% 20% 32.5% 2.5%
Yearly 5% 7.5%
30% 17.5%
17.5% 17.5% 30%
Not at all
65% 62.5%
55% 50% 62.5% 50% 67.5%
The result on the table show that very few Mathematics teachers in the Reigate district are trained to integrate ICTs. This means there are few teachers that possess the TPCK. Hence there is minimal ICTs integration.
The HOD pointed out that the situation is a result of the training system( a stipulated number is required to attend the workshops)
This gives room to elderly teaches to refrain from attending the workshops
Findings cont
Table 2:Shows the integration of the ICTs
Very Few teachers in the Reigate district integrate ICTs in the teaching and learning of mathematics.
To validate the above finding, very few learners acknowledged having been taught through ICTs in rare occasions
ICTs PowerPoint
Excel White board
e-Beam
software
Geogebra
mathematica
% 35% 32.5%
17.5% 7.5% 32.5% 0% 0%
HODs also indicated that only young teachers in the age 26-30years make an effort to integrate ICTs(and these make 40% of the sample used)
Challenges One computer allocated to 6-11 maths
teachers versus one projector shared by all departments in the school
Lack of sockets in classrooms Elderly Mathematics teachers’ negative
attitude towards ICTs integration Lack of infrastructure-maths labs
Findings cont
All schools have computers however they are not available for the Mathematics teacher. In the majority of the schools the computers are for the Computers department
Mathematics teachers use computers for research rather than for teaching Mathematics concepts
Conclusions
In the Majority of schools there is only one projector that is shared among all departments.
ICTs such as White boards, e-Beam edge wireless are not available in the schools
Most teachers in the Reigate district lack the technological pedagogical content knowledge (TPCK)
Very few teachers make use of the relevant Mathematics software to deliver lessons
Conclusion cont
The integration of ICTs in instructional delivery and learning of Mathematical concepts is very minimal in the Reigate district.
Conclusion
Schools should make sure ICTs are available in the Mathematics Department.
Schools should provide Mathematic labs so that the limited equipment could be centralised.
Mathematics Teachers should develop a positive attitude towards the integration of ICTs
The mode of training teachers on the use of ICTs should be improved by involving all the teachers and HODs should hold follow up workshops fortnightly to reinforce acquired skills
Further research could be done at a larger scale
Recommendations
Integration of ICTs cycle
EVALUATION
INTEGRATION OF ICTs IN INSTRUCTIONAL DELIVERY AND
LEARNING OF MATHEMATICS
AVAILABILITY OF ICTS
COMPETENCE IN ICTs USE
PRACTISING TEACHER
EVALUATION
THANK YOU