NAME: NTANDOYENKOSI SATAMWE

INSTITUTION: HILLSIDE TEACHERS’ COLLEGE

TITLE: LECTURER

CONTACT DETAILS: 0773 478 744

e-Mail: www.ntandosatamwe@gmail.com

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