Teachers' and Students' Role in the Learner-Centered Classrooms

Amushigamo, Angelina Popyeni

doi:10.4018/978-1-5225-0892-2.ch008

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…At other times, a file format is no longer readable by software and that is called logical obsolescence. According to a study carried out in Uganda by Amushigamo (2017) obsolete computers lower teacher and student morale; it is very common to find some schools using very old computers running on windows98 or 2000.It is good to be aware of the fact that technology keeps on evolving and advancing at a very alarming rate; new programs are being generated every time.…”

Section: Obsolete Computersmentioning

confidence: 99%

Investigating the Challenges Faced by Teachers in the Implementation of Digital Technology in Secondary Schools in Rundu Circuit, Kavango East Region Namibia

Chirimbana¹,

T.²,

Shikusho³

2022

IRHE

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This study investigated the challenges faced by teachers in the implementation of digital technology in Secondary Schools in Rundu circuit, Kavango east region Namibia. The study adopted a qualitative research approach. The population of this study was comprised of of all secondary school teachers and principals in Rundu circuit, Kavango east region Namibia. The sample of this study consisted of three principals and seven teachers who were chosen purposively from the 3 secondary schools in the Rundu Circuit in Kavango East region. The qualitative data was collected by means of a semi structured open ended questionnaires. Data collected from the interviews were then transcribed, presented and then analysed using thematic analysis.The findings of this study indicated that lack of pedagogical training was one of the impeding factors to the implementation of the digital technology policy in the teaching and learning process. The findings of the study also indicated that a greater number of teachers had little or no access to the digital technology resources in their institutions. It was established during this study that burglary was on the increase in Kavango East region and computers and air conditioners were the main targets, most of the schools had their laboratories broken into and their computers and other supporting gadgets stolen, making the whole implementation of the digital technology policy fall on its face. The findings of the study further found that schools in Kavango East Region do not have electricity and that some schools had a lot of broken down computers which accumulated over time due to lack of the proper technical skills on the part of the teachers to have them repaired or fixed for use by both teachers and students.It can be concluded from the findings of this study that, lack of pedagogical training was one of the impeding factors to the implementation of the digital technology policy in the teaching and learning process at some Secondary Schools in Rundu circuit, Kavango east region Namibia. It can also be concluded that the absence of digital technology resources was another stinging obstacle to the implementation of the digital technology policy in the classrooms by teachers. The study concludes that burglary was on the increase in Kavango East region.The study suggested that the Ministry of Education has to fully intensify its involvement in the digital technology policy implementation process through the provision of human and material support, supervision and constant reviews or evaluations. Teachers need to be constantly in-serviced on digital technology skills in schools so that they are fully equipped and aware of the digital technology tools’ usage for the benefit of the Namibian child.

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Section: Obsolete Computersmentioning

confidence: 99%

Investigating the Challenges Faced by Teachers in the Implementation of Digital Technology in Secondary Schools in Rundu Circuit, Kavango East Region Namibia

Chirimbana¹,

T.²,

Shikusho³

2022

IRHE

View full text Add to dashboard Cite

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Investigating the Challenges Faced by Teachers in the Implementation of Digital Technology in Secondary Schools in Rundu Circuit, Kavango East Region Namibia

Chirimbana¹,

Nghipandulwa²,

Shikusho³

2022

JSS

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287Open Journal of Social Sciences stacles to the adoption of the digital technology policy in the teaching and learning process at some secondary schools in Rundu Circuit, Kavango East area Namibia, was a lack of pedagogical training. It may also be inferred that another significant barrier to teachers implementing the digital technology strategy in the classrooms was a lack of digital technology resources. According to the study's findings, the Kavango East region saw a rise in burglaries. The study suggested that the Ministry of Education needs to significantly increase its involvement in the process of implementing digital technology policies by offering both material and human support, providing oversight, and conducting regular reviews or assessments. Teachers must receive ongoing training in digital technology skills in order for them to be fully prepared and knowledgeable of how to use these tools for the benefit of Namibian children.

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Exploring Curriculum Implementation Challenges in the Teaching of Subsidiary Mathematics in Oshakati Circuit, Oshana Region: A Phenomenological Study

Moses,

Nghipandulwa,

Abed

2024

JSS

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The research assessed the challenges faced by mathematics educators in applying the revised curriculum for the Namibian Senior Secondary Certificate Ordinary (NSSCO) within the Oshakati Circuit, Oshana Region. The study aimed to achieve the following objectives: Identify the obstacles encountered by mathematics teachers in implementing the updated NSSCO curriculum in the specified region. The research employed a qualitative methodology, gathering data through in-depth face-to-face interviews with 15 participants, including four Heads of Departments (HODs) for mathematics and eight mathematics teachers from selected secondary schools in Oshakati Circuit, Oshana Region. Participants expressed a lack of essential resources, such as textbooks, library facilities, and dedicated Mathematics study rooms, hindering the effective implementation of the new mathematics curriculum in NSSCO-selected secondary schools in Oshakati Circuit. The study revealed that existing policies inadequately address the provision of resources and educational facilities, particularly in schools situated in rural areas. Participants recommended the development of policies specifically tailored to ensure the sufficient supply of essential resources to schools in rural locations, emphasizing the need for easy implementation.

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Teachers' and Students' Role in the Learner-Centered Classrooms

Cited by 3 publications

References 4 publications

Investigating the Challenges Faced by Teachers in the Implementation of Digital Technology in Secondary Schools in Rundu Circuit, Kavango East Region Namibia

Investigating the Challenges Faced by Teachers in the Implementation of Digital Technology in Secondary Schools in Rundu Circuit, Kavango East Region Namibia

Investigating the Challenges Faced by Teachers in the Implementation of Digital Technology in Secondary Schools in Rundu Circuit, Kavango East Region Namibia

Exploring Curriculum Implementation Challenges in the Teaching of Subsidiary Mathematics in Oshakati Circuit, Oshana Region: A Phenomenological Study

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