Understanding rural secondary school teachers’ perceptions and attitudes on the use of ICT for teaching and learning

Shambare, Brian; Simuja, Clement; Theodorio, Adedayo Olayinka

doi:10.31920/2633-2930/2022/v3n1a2

Cited by 2 publications

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Adapting Virtual Laboratories in Post-COVID-19 Pandemic Learning Landscapes

Shambare,

Simuja

2024

Instructional Technology Theory in the Post-Pandemic Era

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The COVID-19 crisis spurred significant advancements in education, leading to the emergence of innovative tools like virtual labs (VL). This chapter presents a qualitative study employing interpretative phenomenological design to explore rural science teachers' perceptions and adoption of VL post-pandemic. Guided by the unified theory of acceptance and use of technology (UTAUT), seven participants from rural schools in South Africa's Eastern Cape province were purposively sampled. Thematic analysis of data from interviews, sharing circle discussions, and document analysis revealed a notable shift in teachers' attitudes towards VL. Perceived initially as daunting, VL evolved into an essential teaching tool in the post-pandemic era, representing an unforeseen yet advantageous outcome for rural science education. While the pandemic acted as a catalyst for adoption, persistent challenges such as inadequate internet access and technical support hindered its effective implementation. Addressing these barriers is crucial for meaningful integration of VL into post-COVID-19 education.

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Adapting Virtual Laboratories in Post-COVID-19 Pandemic Learning Landscapes

Shambare,

Simuja

2024

Instructional Technology Theory in the Post-Pandemic Era

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Exploring the Integration of Virtual Laboratories in Science Education

Shambare,

Simuja

2024

International Journal of Virtual and Personal Learning Environments

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The advantage of VLs lies in their capacity for simulating real-world lab experiences within a fully immersive digital environment, yet the uptake in rural schools in developing countries remains low. To understand this paradox, this study explores the perceptions of seven secondary school science teachers in a rural district in South Africa. Through a qualitative case-study methodology guided by the interpretive paradigm, this research adopts a phenomenological approach to gain insights into teachers' attitudes, understandings, and the factors influencing their acceptance or rejection of this technology. The Unified Theory of Acceptance and Use of Technology is employed as a theoretical framework. The study finds that despite potential educational benefits, the actual use of VLs is largely influenced by teacher perceptions and experiences, rooted in context-specific challenges. The findings reveal that teachers perceive VL as a beneficial and practical tool providing access to high-quality lab equipment necessary for student experiments, which could otherwise be cost-prohibitive.

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Understanding rural secondary school teachers’ perceptions and attitudes on the use of ICT for teaching and learning

Cited by 2 publications

References 0 publications

Adapting Virtual Laboratories in Post-COVID-19 Pandemic Learning Landscapes

Adapting Virtual Laboratories in Post-COVID-19 Pandemic Learning Landscapes

Exploring the Integration of Virtual Laboratories in Science Education

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