Teachers Readiness in Using ICT in the Classroom: The Case of a Developing Country

Mndzebele, Nomsa

doi:10.7763/ijiet.2013.v3.309

Cited by 11 publications

(7 citation statements)

References 12 publications

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“…Often instructors fail to integrate technology into their lessons as a result of a huge teaching load (Chowdhury, 2018 ). Thus, teachers have been unable to find the necessary time to redesign the course components in light of technological advancements (Mndzebele, 2013 ). Moreover, polytechnic institutes of Bangladesh often struggle with inadequate financial support for developing the ICT infrastructure, which results in insufficient computers, labs, libraries, and modern classroom facilities (Raihan & Shamim, 2008 ).…”

Section: Blended Learning: the Context Of Polytechnic Institutes In B...mentioning

confidence: 99%

Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh

2022

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Following COVID-19, the global educational landscape shifted dramatically. Almost every educational institute in Bangladesh undertook a strategic move to begin offering online or blended learning courses to mitigate the challenges created by the pandemic. The TVET sector, particularly the polytechnic institute of Bangladesh, endeavored to explore the blended learning approach as an immediate and long-term solution to address the educational dislocation caused by the pandemic. This study attempts to conceptualize a pedagogical design based on the ADDIE and rapid prototyping model to make a reliable and robust instructional design to be used in the blended learning context. A content validity index (CVI) was used to validate the proposed model; a technology acceptance model (TAM) was employed to examine its acceptability to students; and finally, students’ academic performances were analysed to evaluate the overall performance of the proposed instructional design. The findings reveal that the proposed instructional design can be a reliable and valid pedagogical approach to be implemented in the blended learning context for polytechnic students. The proposed instructional design may help TVET educators and course designers to create a robust blended learning environment in the TVET sector and in other similar disciplines, such as science and engineering education.

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Section: Blended Learning: the Context Of Polytechnic Institutes In B...mentioning

confidence: 99%

Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh

2022

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“…Educators as change leaders have challenges in integrating instructional technologies in primary schools in the Kingdom of Eswatini (Bhebhe & Maphosa, 2018;Mndzebele, 2013). If educators are expected to prepare learners to be technologically capable, they need to have the basic technology skills and know-how on how to use instructional technologies.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The Currently, all higher institutions including the University of Eswatini offer an introductory course in ICT (Mndzebele, 2013). In terms of policy framework and implementation, Eswatini has a draft national ICT policy of 2006 that incorporates the education sector.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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Integrating instructional technologies in teaching: The case of Malkerns primary schools, Eswatini

Bhebhe

2022

int.jour.sci.res.mana.

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The purpose of the study was to establish how educators integrate instructional technologies during teaching in Malkerns primary schools, located in the Manzini region of the Kingdom of Eswatini. The main focus of this study was on the training and support that educators receive towards the integration of instructional technologies in teaching as well as strategies to be put in place in order to curb the challenges faced. The study employed a qualitative approach and a descriptive research design in which face-to-face interviews and focus group discussion were used to collect data. Purposive sampling was used to select the five head teachers, ten educators as change leaders and two computer educators from five selected schools in the Malkerns cluster. The data was analysed using thematic analysis. The main conclusions of the study were that the availability of instructional technologies in schools does not mean that they are integrated during the teaching process. The study also concluded that educators have inadequate technological training and inadequate support which hinder effective instructional technologies integration in teaching. It is recommended that appropriate training programmes for educators, establishment of fully-fledged computer laboratories and an Information and Communication Technology (ICT) policy to support instructional technologies should be put in place to ensure successful integration of instructional technologies in teaching.

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“…In the study of Chao [11], findings reveal that there are unqualified trainer training teachers. Mndzebele [12] found in Swaziland that the pre-service teachers were taught different courses in ICT but they were not linked to pedagogy. It should be noted that if teacher educators in Nigerian colleges of education will processed the right qualification, their products (graduates) should be able to teach ICT as a subject at secondary school as well use ICT to teach other science subjects effectively.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching and Learning ICT as a Subject in Nigerian Secondary Schools: The Challenge of Pre-service Teachers Education Preparation

Bakare¹

2017

IJDS

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This study investigates the factors militating against the preparation of pre-service teachers' training for the teaching of computer science education (CSE) in Nigerian secondary schools. The study consisted of 165 pre-service teachers and 11 teacher educators from Osun State Colleges of Education. The study employed quantitative research design using survey research design to elicit data from the respondents. The results of the study reveal that the computer science educators teaching the pre-service teachers were qualified but inadequate in terms of number; computer facilities were inadequate and the available ones are obsolete; lecture method was mostly used for the training of the pre-service teachers; and the pre-service teachers have low proficiency in both hardware and software components. The study concluded that the CSE pre-service teachers in Osun State Colleges of Education were not proficient in computer software and hardware component because they had low level of computer software and hardware component proficiency. The implication and recommendations were drawn from the study that can help educational stakeholders as well as Nigerian education policy makers.

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Teachers Readiness in Using ICT in the Classroom: The Case of a Developing Country

Cited by 11 publications

References 12 publications

Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh

Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh

Integrating instructional technologies in teaching: The case of Malkerns primary schools, Eswatini

Teaching and Learning ICT as a Subject in Nigerian Secondary Schools: The Challenge of Pre-service Teachers Education Preparation

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