Exploring teacher knowledge of information and communication technologies in curriculum practice
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Date
2021
Authors
Lobete-Tabata, Nomawabo Jessica
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Vandeyar (2020:1) argues that currently, some teachers have less knowledge or no knowledge in ICTs, particularly in curriculum practice, which affects the enhancement of teaching and learning, particularly in rural schools. The South African Government, predominantly in the Eastern Cape Province, have taken the high inventiveness of improving education even in the bucolic schools by providing the teachers of this province with tools, such as laptops and tablets that could succour teachers in the conveying of education. Because education is so important and was also accentuated by the late president Mr Mandela, every child is eligible to free education. That incited South African people working for the different companies to donate laptops for children in some schools of that province to augment education. Because teachers now are resourcefully equipped with the devices mentioned above, it is an educator of the Chris Hani District from this province of interest to the researcher. Hence, the study aims to examine teachers’ knowledge of ICTs in curriculum practice, specifically in the bucolic schools, which is the title of this study. The study used four schools from the bucolic schools with eight educators as the participants. Daudi and Nzilano (2020:38) believe that many teachers positively perceive ICT integration in teaching and learning. Some of these teachers possess the knowledge and skills to use various ICT tools such as desktop computers, laptops, and smartphones. It is recommended that all educational parties work hand-in-hand for the knowledge of ICTs in curriculum practice and the knowledge needed by teachers first because they are the curriculum drivers. The study concluded that virtually all the participants were not familiar with many of the necessary ICT tools; they only knew those they were conversant with and which were accessible to them and more over the participants specified that they do have interests in the knowledge of ICTs in curriculum practice. However, due to unresolved conditions that hampered their interest, it made it difficult for them to apply their knowledge effectively on the use of ICTs hence infrastructure was the leading complaint which is a challenge to all the participants, since they are in the poor rural areas of the Eastern Cape Province.
Description
Keywords
Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, [2021], Information and communication technology, Curriculum practice, Teachers’ knowledge of ICTs, Improving education