Integrating Information and Communications Technologies (ICTs) into the teaching of technical subjects in Lesotho

Abstract

The usage of information communication technology (ICT) in teaching and learning has become popular throughout world. This research explores the integration of ICTs into the teaching and learning of technical subjects in Lesotho. The research seeks to understand how the integration of ICTs into technical subjects may enhance teaching and learning. The study utilised a qualitative method research approach and quantitative approach as the supplementary data to generate data on how technical teachers in Lesotho use ICTs when teaching. Thirty-nine technical teachers responded to a questionnaire, followed by individual interviews of the eight teachers for a deeper understanding of their teaching and analysis of the documents (lesson plans, scheme and the syllabus. The study employed the Technological Pedagogical Content Knowledge (TPACK) framework as a conceptual frame to investigate key teacher competency areas with their effective ICT integration in technical teaching practices. The TPACK model grants a holistic framework for data collection and analysis of teachers’ views and beliefs about their knowledge and proficiency in relation to content, pedagogy and technology use for teaching technical subjects. The study found that almost none of the technical teachers that participated were trained in the integration of ICTs into teaching and learning of critical technical content knowledge and skills, and they had difficulty using ICTs in their daily instructional activities. The research noted that technical teachers do make a significant effort to integrate ICTs in their lessons as they gain experience from practice. The teachers view ICTs as the basis of effective teaching, but do not consider ICTs as the discipline-specific teaching tools needed to improve learning. Again, it was found that teachers are used to computers and overhead projectors in their teaching activities, as opposed to other advanced discipline-specific ICTs such as 3D printers, computerised lathes, fifth-generation wireless (5G) technology, wireless computing through IoT technologies, robotics, and programmable logic controllers, to name a few. Therefore, these results call for further research on advanced technologies and the discipline-specific ICT tools teachers can utilise in the technical teaching and learning context. Teachers need to know about technological advancements and how they could be utilised to enhance teaching and learning towards useful participation in the rapidly changing technical world. Again, the need for ICT policy and curriculum reform that will reflect the multi-media devices and other digital tools or discipline-specific technologies tools as significant in the teaching and learning approach.