Teachers Use Of Ict In The Teaching Of Life Science In The Khomas Region

ABSTRACT

Many developing countries recognised the importance of Information and Communication Technology (ICT) in education for teaching and learning. In Namibia ICT use in the classroom remains limited. The purpose of this study was to investigate the Namibian Life Science teachers’ use of ICT in their classrooms to promote collaborative and creative teaching. Activity theory was used as a lens to interprete Life Science teachers’ use of ICT. Activity theory promotes technological creativity and collaboration amongst teachers. The study adopted a qualitative appraoch using multiple case studies. Two Grade 8 to 10 Life Science teachers participated in the study on the basis that they had undergone professional development on ICT use and integration, a course offered by the Ministry of Education. A pilot study was conducted in a school of a similar setting to that of the main study. Life Science teachers ICT-mediated lessons were observed and documented (fieldnotes). In addition, semistructured interviews with Life Science teachers were conducted. Thematic analysis was used to analyse the data and emerging themes were noted. The results reveal that Life Science teachers used ICT in their classroom. Classroom activities were guided by rules clearly defined between teacher and learners. Within the community of practice Life Science teachers collaborated by exchanging teaching ideas with each other to achieve desired learning outcomes but they did not co-teach. However, Life Science teachers demonstrated creative teaching. At the initial stage of ICT adoption, teachers faced challenges with network issues, time management, and parental engagement (increased number of computers for learners). Issues such as these

were addressed over time and resolved. In conclusion Life Science teachers demonstrated the use of ICT in their classrooms through smart boards connected to e-Learning Management Systems, collaborated with each other by sharing notes but did not co-teach nor developed their own teaching material. This study recommends that teachers be provided with the necessary tools, be trained to develop teaching materials, and to co-teach for purposes of enhancing collaborative teaching.