Grade 1 teachers’ knowledge and use of Information and Communication Technology in selected North-West former Model-C schools
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Date
2024
Authors
Letsapa, Moses
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Information and Communication Technology (ICT) has the potential to offer positive opportunities for transforming the education sector. Research has acknowledged the use of ICT in institutions of higher learning and in secondary schools where it has contributed to the improvement of students and learners’ learning skills. Recently, many authors are convinced that ICT in Early Childhood Education (ECE) provides multiple possibilities for young children, improving their learning experiences. Therefore, the current study, conducted in selected North West former Model-C schools, explored teachers' knowledge of the use of ICT in Grade 1 classrooms. For this purpose, three former Model-C primary schools were purposively selected as research sites for this study. Participants, from each of the three different primary schools selected, were Grade 1 teachers with five or more years of experience. The study employed the qualitative method using interviews, document analysis and observation of lessons. Three Grade 1 teachers were interviewed using semi-structured interviews. Following the interviews, lesson plans and Annual Teaching Plans (ATPs) were requested from teachers to further explore their knowledge of how to integrate ICT in the classroom. Grade 1 classroom observations were conducted as the last phase of data generation in each of the three schools. The data generated from interviews, document analysis and observations were combined and analysed thematically through individual and combinatory analysis procedures. The Cognitive Theory of Multimedia Learning (CTML) was adopted as the theoretical lens which directed the study.
From the study, three main findings were revealed. The first finding revealed that former Model-C schools did not provide Grade 1 teachers with ICT tools for integration in classrooms. Teachers used their own ICT tools such as smartphones, Bluetooth speakers and laptops. Secondly, teachers only used ICT tools for their class presentations. Finally, Grade 1 teachers in former Model-C schools have limited knowledge on the use of ICT in teaching and learning. This is because of the lack formal training regarding the use of ICT and are dependent on their self-taught knowledge. The study recommends that the Department of Basic Education (DBE) should capacitate teachers with ICT knowledge through training and continuous workshops. Furthermore, the DBE should also provide teachers with relevant ICT tools to use in their classrooms, following the training and workshops. It is, therefore, the responsibility of the Provincial Departments to support their teachers through continuous ICT trainings and workshops. It is recommended that policy makers ensure that the e-education and school-based ICT policies are made available to teachers and that they are fully implemented. The Curriculum and Assessment Policy Statement (CAPS) should be revised to include specific guidelines on how teachers can integrate ICT into various subjects.
Description
Dissertation (M.Ed.(Curriculum Studies and Higher Education))--University of the Free State, 2024
Keywords
Foundation phase, Grade 1 teachers, Information and Communication Technology, Literacy, Cognitive Theory of Multimedia Learning (CTML)