Perceptions and experiences of life sciences teachers on the integration of a virtual laboratory for rural teaching

Abstract

In ooreenstemming met Suid-Afrika se Nasionale Ontwikkelingsplan 2030 en agenda is die huidige onderwysdoelstelling om tegnologie aan skole te verskaf. Effektiewe integrasie van hierdie tegnologie in onderrig hang egter af van onderwysers se aanvaarding om dit te gebruik. Daarom is dit noodsaaklik om kwessies van tegnologie-aanvaarding, veral onderwysers se persepsies en ervarings, te ondersoek voordat dit bekend gestel word. As hierdie stap verwaarloos word, skep dit die risiko dat hierdie tegnologiese instrumente nie benut of gebruik word sodra dit in skole ingestel word nie – veral innoverende tegnologie soos Virtual Lab. Hierdie navorsing het onderwysers in Lewenswetenskappe se persepsies en ervarings met betrekking tot die integrasie van Virtual Lab vir landelike onderrig ondersoek. Die Tegnologie-aanvaardingsmodel (TAM) (Davis, 1989) en die Tegnologiese Pedagogiese Inhoudkennisraamwerk (TPACK) (Koehler & Mishra, 2006) het hierdie navorsing gelei. Die navorsing het ’n opeenvolgende verklarende gemengde-metode-benadering met twee fases gebruik: ’n kwantitatiewe opname wat 200 Lewenswetenskap-onderwysers in die Oos-Kaapprovinsie betrek het en kwalitatiewe onderhoude met vier onderwysers van landelike hoërskole in die Joe Gqabi-distrik. Bevindinge is ontleed deur gebruik te maak van beskrywende en inferensiële statistieke in Fase Een en tematiese ontleding in Fase Twee, en die geïntegreerde resultatematriks het meta-afleidings gefasiliteer. Die navorsing het bevind dat Lewenswetenskap-onderwysers die integrasie van Virtual Lab in onderrig positief ervaar vanweë die maklike gebruik en bruikbaarheid daarvan. Hulle beklemtoon veral die voordele bo die gebruiksgemak, wat ’n goeie begrip van die potensiële voordele van Virtual Lab aandui. Die onderwysers met hoër tegnologiese pedagogiese inhoudkennis het meer positiewe persepsies oor Virtual Lab. Interessant genoeg, hierdie navorsing het bevind dat waargenome bruikbaarheid en tegnologiese kennis onderwysers se voorneme om Virtual Lab te gebruik aansienlik beïnvloed. Hierdie bevinding bevestig dat die kombinasie van TAM- en TPACK-teorieë ’n omvattende raamwerk kan bied vir die ontleding van onderwyserspersepsies en aanvaarding van nuwe tegnologie in landelike skole. Daar is wel uitdagings. Baie onderwysers het nie die kennis om Virtual Lab effektief te gebruik nie. Beperkte elektrisiteitsvoorsiening, onvoldoende skoolondersteuning en ’n gebrek aan professionele ontwikkeling voorkom die aanvaarding van Virtual Lab. Om die probleem op te los beveel die navorsing pasgemaakte professionele ontwikkeling en skoolondersteuning aan. Toekomstige navorsing moet die fokus verskuif na die verkenning van leerders se persepsies en ervarings oor die integrasie van Virtual Lab om ’n holistiese begrip van die gebruik daarvan in onderwys te verkry.

In line with South Africa’s National Development Plan Agenda 2030, the current educational objective is to provide technology to schools. However, effective integration of these technologies in teaching hinges on teachers’ acceptance to use them. Therefore, it is imperative to investigate issues of technology acceptance, particularly teachers’ perceptions and experiences, before introducing such technologies. Neglecting this step risks the technology tools being underutilised or abandoned once deployed in schools, especially innovative ones like Virtual Lab. This study investigated Life Sciences teachers’ perceptions and experiences regarding integrating Virtual Lab for rural teaching. The Technology Acceptance Model (TAM) (Davis, 1989) and the Technological Pedagogical Content Knowledge framework (TPACK) (Koehler & Mishra, 2006) guided this research. The study used a sequential explanatory mixed-methods approach with two phases: a quantitative survey involving 200 Life Science teachers in Eastern Cape province and qualitative interviews with four teachers from rural secondary schools in the Joe Gqabi District. Findings were analysed using descriptive and inferential statistics in Phase One and thematic analysis in Phase Two, and the integrated results matrix facilitated meta-inferences.

The study found that Life Sciences teachers perceive integrating Virtual Labs into teaching positively, primarily driven by its ease of use and usefulness. Notably, they emphasise the benefits over the ease of use, indicating a solid understanding of Virtual Lab’s potential advantages. Furthermore, teachers with higher technological pedagogical content knowledge hold more positive perceptions of Virtual Lab. Interestingly, this study found that perceived usefulness and technological knowledge significantly influence teachers’ intention to use Virtual Lab. This finding affirms that combining TAM and TPACK theories can offer a comprehensive framework for analysing teacher perceptions and acceptance of novel technologies in rural schools. However, challenges exist. Many teachers lack the knowledge to use Virtual Lab effectively. Limited electricity supply, insufficient school support, and a lack of professional development hinder Virtual Lab adoption. To overcome these, the study recommends tailored professional development and school support. Looking ahead, future research should shift its focus towards exploring learners’ perceptions and experiences regarding the integration of Virtual Lab to gain a holistic understanding of its uptake in education.

Ngokuhambisana neNational Development Plan Agenda yaseNingizimu Afrikha yezi-2030, inhlosongqangi yemfundo kulezi zinsuku wukuhlinzeka ngobuchwepheshe ezikoleni. Nokho, ukuba khona kwempumelelo yenhlanganiso yalobu buchwepheshe ekufundiseni kuncike ekutheni othisha bamukele ukuthi bazobusebenzisa. Ngakho-ke, kuyaphoqa ukuthi kucwaningwe inkinga emayelana nokwamukeleka kobuchwepheshe, ngokukhethekile imibono namava othisha, ngaphambi kokwethula lobo buchwepheshe. Uma lokhu kungalawulwa, kuholela ekusetshenzisweni kobuchwepheshe ngezinga eliphansi noma bungasetshenziswa nhlobo emva kokuphakelwa ezikoleni, ikakhulukazi lobo obunobuchule obunjengelabhorethri ebonakala ngokwe-inthenethi (Virtual Lab). Lolu cwaningo lucwaninge ngemibono namava othisha beLife Science mayelana nokuhlanganiswa kwelabhorethri ebonakala ngokwe-inthenethi ekufundiseni ezikoleni ezisezindaweni zasemakhaya. Imodeli emayelana nokwamukeleka kobuchwepheshe, eyaziwa ngeTechnology Acceptance Model (TAM) (Davis, 1989) kanye nohlaka lweTechnological Pedagogical Content Knowledge (TPACK) (Koehler & Mishra, 2006) iyona mihlahlandlela yalolu cwaningo. Lolu cwaningo lusebenzisa indlela yocwaningo-ngxube echaza ngendlela izinto ezisuke zilandelana ngayo (sequential explanatory mixed-methods approach) enezigaba ezimbili okuyilezi: inhlolovo yekhwantithethivu eyayibandakanya othisha beLife Sciences abangama-200 basesiFundazweni saseMpumalangakoloni kanye nemibuzo-zingxoxo zekhwalithethivu eyayiqondiswe kothishsa abane abavela ezikoleni ezithe thuthu zasemakhaya esifundeni i-Joe Gqabi. Imiphumela yocwaningo yahlaziywa kusetshenziswa izibalo ezichaza ngokwesimo (descriptive and inferential statistics) esigabeni sokuqala, nendlela yokuhlaziya ngokwezindikimba esigabeni sesibili, kanye nematrix yemiphumela ehlanganisiwe yenza kube lula ukucabanga ngemeta (integrated results matrix facilitated meta-inferences). Ucwaningo lwathola ukuthi othisha be-Life Sciences babona ukubandakanywa kwelabhorethri ebonakala ngokwe-inthenethi ekufundiseni kuyisinyathelo esingaba nomphumela omuhle, ikakhulukazi uma esebenziseka kalula futhi enosizo. Okuqaphelekayo wukuthi othisha bagcizelela izinzuzo zawo ngaphezu kobulula bokusetshenziswa kwawo, baphinde bakhombisa ukuqondisisa ubuhle amalabhorethri abonakala ngokwe-inthenethi anabo. Okunye okuqaphelekayo wukuthi abanolwazi oluthe thuthu olumayelana nobuchwepheshe kwezokufundisa bawabona ngeso lokubaluleka amalabhorethri abonakala ngokwe-inthenethi. Okuhlaba umxhwele wukuthi lolu cwaningo lwathola ukuthi imibono abanayo ngobuhle nangolwazi lobuchwepheshe kunomthelela omkhulu ekugqugquzeleni izinjongo zothisha zokusebenzisa amalabhorethri abonakala ngokwe-inthenethi. Le miphumela iqinisekisa ukuthi ukuhlanganiswa kwamathiyori i-TAM ne-TPACK kunganikezela ngohlaka oluphelele olungasetshenziselwa ukuhlaziya imibono yothisha nokwamukeleka kobuchwepheshe obuyingqayizivele ezikoleni zasemakhaya. Noma kunjalo, izinselelo zikhona. Othisha abaningi basasele emumva olwazini olumayelana nokusetshenziswa ngempumelelo kwamalabhorethri abonakala ngokwe-inthenethi. Ukuhlinzeka ngogesi okusezingeni eliphansi, ukusekelwa okungenele ezikoleni, kanye nokuba sezingeni eliphansi kokuthuthukiswa kwabasebenzi kuyizithiyo ekusetshenzisweni kwamalabhorethri abonakala ngokwe-inthenethi. Lolu cwaningo lunikeza isincomo esithi kufanele kube nezinhlelo zokuthuthukisa abasebenzi ngokwezidingo zabo kanye nokusekelwa ezikoleni ukuze kushabalaliswe izinselelo. Ucwaningo oluzayo kufanele lubuye lugxile emibonweni nasemaveni abafundi mayelana nokusetshenziswa kwamalabhorethri abonakala ngokwe-inthenethi ukuze kuqondwe ngokuphelele ukwamukeleka kwawo ekufundeni.

Ho ya ka morero wa moralo wa ntshetsopele wa 2030 wa Afrika Borwa, diphewana tsa hona jwale tsa thuto di fana ka thekenoloji dikolong. Leha ho le jwalo, ho kenella ho molemo ha dithekenoloji ho ruteng ho sitisa matitjhere ho di ananela. Leha ho le jwalo, ho bohlokwa ho sibolla ditaba tsa ho amohelwa ha thekenoloji, haholoholo ka tjhadimo ya matitjhere le diphihlello, pele ho ka qalwa dithekenoloji tseo. Ho iphapanyetsa mehato e kotsi ya disebediswa tsa thekenoloji e sa sebedisweng ho lekana e sa lahlweng kgerehlwa hang ha e isitswe dikolong haholoholo popo tse kang laboratori di ka sebetsa ka marangrang. Diphuputso tsena di tjhadimo ya matitjhere a saense le diphihlello mabapi le ho bopella mmoho laboratoring e shebellwang ho marangrang bakeng sa ho ruta dikolong tse mahaeng. Mohlala wa ditheknoloji tsena tsa Acceptance (TAM) (Davis 1989) le Technological Pedagogical Context Knowledge Framework (TPACK) (Kocher and Mishra, 2006) di tataisitse diphuputso tsena. Diphuputso tsena di sebedisitse mokgwa wa katamelo wa sequential explanatory mixed ka dikarolo tse pedi: mokgwa wa ho hlalosa le ho hlahloba o kenyelletsang matitjhere a disaense tsa bophelo provenseng ya Kapa Botjhabela le mokgwa wa dipotso tsa patlisiso le bohlahisii ka matitjhere a mane ho tswa dikolong tsa thuto e bohareng, seterekeng sa Jope Gqabi se mahaeng. Ditshibollo di ile tsa sibollwa le ho etswa ka ho sebedisa mokgwa wa bohlalosi le ho hakanya dipalopalo tsa mothati wa pele le tlhophiso ka mookotaba mokgahlelong wa bobedi le diphetoho tse tswakileng tsa sehlahiswa se tsamaiswang ka meta-inferences. Diphuputso tsena di fumane hore matitjhere a saense ya bophelo a tadima ho kenyelletsa dilaboratori tse shebellwang ho marangrang bakeng sa ho ruta ka ho ananela, haholoholo ba itshetlehile ka bonolo ba ho e sebedisa le tshebediso ya yona ka ho kgetholoha, ba toboketsa melemo le ho feta ho nolofallwa ke ho e sebedisa, ba bontsha kutlwisiso e sa thekeseleng ya laboratori e shebellwang ka marangrang a bokgoni le melemo ya yona. Ho feta moo matitjhere a nang le ditsebo ka tshebediso ya thekenoloji a ne a bonahala a na le tjhadimo ya melemo ya thekenoloji le tsebo e ntle ya yona e susumetsa merero ya matitjhere ho sebedisa laboratori e shebellwang ya marangrang. Tshibollo ena e tiisa hore ho tlisa mmoho ha mawa a TAM le TPACK a ka tlisa kutlwisiso ya moralo wa manollo ya tjhadimo ya matitjhere le kamohelo ya thekenoloji e ntjha dikolong tsa mahaeng. Leha ho le jwalo, diqholotso di teng. Boholo ba matitjhere ha bo tsebe ho sebedisa thekenoloji ka mokgwa o molemo. Phepelo ya motlakase e fokolang, tshebetso e fokolang ya dikolo, ho sitisa ho kenywa ha laboratori e shebellwang ka marangrang. Ho fenya bothata bona, diphuputso tsena di kgothalletsa kwetliso e tobang le tshehetso ya dikolo. Ho shebela pele, diphuputso tsa kamoso di lokela di fetole tsepamo ya tjhadimo ya tsona e le ho sheba tjhadimo ya barutuwa le diphihlello tsa bona mabapi le ho tswakeletsa laboratori e shebellwang ka marangrang e le ho fumana kutlwisiso e akaretsang le hona ho ananelwa nkwa ka hara thuto.