ICT as catalysts in promoting teaching and learning of

environmental science in Teachers Colleges. A case of Joshua

Mqabuko Nkomo polytechnic.By Nyama C

Introduction• The introduction of the National Information

and Communication Technology (ICT) Policy in Zimbabwe in (2005) opened avenues for a speed access and transfer of information in the field of education from ECD ‘A’ to Colleges and Universities, at each and every convenient place and time.

• The move was to meet and align Zimbabwean Education with the demands of the global village (Nziramasanga Commission of Inquiry of 1999)

Introduction Cont’d• ICTs in this paper are defined as “a diverse

set of technological tools and resources used to communicate, create, disseminate ,store and manage information”. These technologies include computers, the internet broadcasting technologies (radio, television and telephone (fixed and mobile) computer and network hardware and software, satellite systems and so on as well as the various services and applications associated with them(Abimbade1998 p 24).

Introduction Cont’d• Catalysts refer to gadgets that speed up the

teaching and learning process both to student teachers and pupils in and outside the classroom.

• Studies conducted by Dr Chindaro (2014) suggested that if ICTs are used appropriately they strengthen the relevance of education to the increasingly digital world and raise educational quality by, among others , helping make teaching and learning into an engaging active process connected to real life.

Introduction Cont’d• All student teachers enrolled at the college do

ICT in their Professional Studies Syllabus D.• Students are introduced to basic computer

operations where they develop skills in using computers and an appreciation of the role of Information Technology in education ( Department of Teacher Education 2010).

• Dr Chindaro (2014 ) observed that ICT can be used to resolve structural problems and deficits in education system such as teaching efficiency, alleviating resourcing and supporting teachers who may be under-equipped.

Introduction Cont’d• The move is a great shift towards encouraging

learners to become actively involved in learning as opposed to being passive receivers of information (Barrent & Johnson 2003; Carry and Leliot 2003 and Butcher, V & Hope 2001).

• ICTs in the teaching of environmental science helps learners to acquire knowledge, reduces the amount of teacher directed instructions as well as increasing opportunities for teachers with specific and particular needs(Romeo 2006).

Statement of the problem• Having been exposed to a wide range of ICTs

during their on campus of 2 terms at college, are student teachers making use of ICTs in their teaching and learning of environmental science in schools during their teaching practice of 5 terms in schools? It is against this background that an investigation of student teachers’ practical experiences in using ICTs as catalysts in teaching and learning of environmental science was conceptualized.

Research questions• The study was guided by the following

questions:• Which ICT platforms were student teachers

exposed to, during the teaching and learning of environmental science in primary school?

• How do student teachers use ICTs when teaching and learning environmental science?

• What are the practical experiences of student teachers when using ICTs in the teaching of environmental science to pupils?

Significance of the study• The findings and recommendations of this study

are expected to help the subject area lecturers to identify the gap in their lecture presentation on using ICTs as catalysts in teaching and learning of Environmental Science

• Furthermore the findings of the study can reflect the student teachers’ practical experience in using ICTs as catalysts, and the challenges that they encountered so as to come up with the appropriate teaching strategies that fully assist student teachers before deployment for teaching practice.

Research methodology• This study explored the influence that ICTs have on

student teachers teaching and learning of environmental science using the qualitative research approach that is in line with the phenomenological perspective as it sought to acquire knowledge through understanding the direct experience of others by engaging with participants through semi structured interviews and classroom observations during teaching practice supervision. ( McMillan &Wergin, 2006).

• Data was collected through this method so that the practical experiences of student teachers on ICTs usage could be presented (Cresswell, 2006)

Research Participants• The population for the study was thirty student

teachers who were deployed in the following districts; Beitbridge, Bulawayo, Bulilima, Gwanda, Insiza, Mangwe, Mberengwa, Mwenezi and Zvishavane.

• The deployment of student teachers in the respective districts was guided by their mother tongue applied language at college.

Data collection and analysis Cont’d• The data was collected first term in 2014 from

intakes 42 and 43 students who were on teaching practice

• . A semi-structured interview guide designed by the researcher was used to elicit information for this study on Thursdays and Fridays when they came to submit Distance Assignments .

• The use of open ended questions was meant to consolidate and explore further issues raised in some questions and gave an in-depth perspective to the issues being discussed.

Data collection and analysis Cont’d • Further probing beyond the answers given was

done to obtain clarification and to provide opportunity for elaboration.

• The researcher crafted questions that fit into the three main sub-sections.

• The interview questionnaire was used to triangulate the questionnaire and enable a select group of information – rich informants to give voice to their thoughts about the topical issues involving their practical experiences in using ICTs as catalysts in teaching and learning of environmental science while on TP.

Data collection and analysis cont’d• To capture as much data as possible, the

researcher audio-recorded and wrote participants comments as well as their reflections

• It was however emphasized that at no time were names of those present were to be mentioned in order to protect their anonymity.

Results and Discussion Response on forms of ICTs student teachers

were using.• . It was quite interesting to note that student

teachers were using their mobile phones, laptops and DVDs when teaching and learning environmental science.

• All the teachers who were interviewed and supervised said they used these two forms of ICTs for skills and concepts development.

Results and Discussion cont’d• The student teachers said they used their mobile

forms for research on key concepts and the activities to be employed during the lesson.

• One student teacher said, I use my mobile phone as a teacher’s guide when I am preparing my Daily lesson plans. With my smart phone I research for activities that promote the development of life long skills for my pupils. With this skill, I have found teaching of environmental science quite interesting and motivating as I come across information which is not in pupils’ books.

Results and Discussion cont’d• This made me to understand concepts better.• The involvement of pupils in different skills makes them

useful citizens in problem solving.• On probing further he said, what I just do is to google

the activities on internet for the teacher, pupil and the media to be used during the lesson.

Everything that will improve my teaching is shown. One teacher said my phone has helped me in most

cases. The textbooks that we use sometime provides us with

skeletal work which does not assist our pupils to develop the skills effectively.

Results and Discussions cont’d• The student teachers said a mobile phones were

user friendly as they were able to use it at any place where there was electricity or no electricity.

• They said the mobile phones promoted the transfer of educational data over long distances. One student teacher said, the use of mobile phones is good but service providers must come up with gadgets and recharge packages for scholars which are different from the other users.

Results and Discussions Cont’d• This will motivate us, as we are not given

allowances during on campus period. If the price of mobile phones and smart phones is affordable they can promote quality learning. These student teachers’ usage of mobile phones concurs with what was noted by Goerk (2007) and Chirinda (2013) who established that technologies owned and used by students can go some way towards enhancing high quality learning experiences.

Results and Discussions Cont’d• The only challenge they said was affecting the use

of their mobile phones was internet connectivity at times.

• They said this sometimes affected their research on skills and concept development.

• This was in line with what was observed by Becta (2005) who noted that where internet connectivity is not readily available, hinders the process of ICT usage.

Results and Discussions Cont’d• Responses from student teachers who used

laptops and DVDs.• The student teachers said they used laptops and

played DVDs during teaching of the following topics Water, soils , crops and plants and animals, Trees and Forestry and Health and Pollution just to mention a few.

• They said the use of laptops and DVDS on the above topics brought life and quick understanding of concepts in their teaching.

Results and Discussions Cont’d

The teachers said the pictures shown on DVDs made pupils to understand the concepts better. As the DVDs were played pupils could be heard passing comments of being mesmerized on what they really saw about the concepts to be developed.

This enhanced the quality of learning as pupils and the teacher interacted during the teaching and learning, focusing on what they will have observed. The learning environment is accommodative and conducive to all the learners as everyone is actively involved and can give their on views from what they will have observed.

Results and Discussion Cont’d

• The teachers’ practical experiences suggest that the use of the gadgets are very effective provided teachers thoroughly prepare their lessons .This was further noted by Galbreath (2000p13) who asserted that ICTs stimulated and motivated pupils if properly used.

Limitations• This study on student teachers practical experiences

in using ICT in teaching and learning of environmental science cannot be generalized to the population in Zimbabwe’s colleges and Universities.

• The findings merely illuminate the experiences that students at Joshua Mqabuko Nkomo Polytechnic have while on TP. A larger cross sectional study is therefore imperative to determine the experiences of students in other colleges and universities in using ICTs as catalysts in promoting the teaching and learning of environmental science in schools.

Conclusion• The study sought to ascertain the practical

experiences that students teachers had in the use of ICTS while they were out on TP. Generally students used their mobile phones (smart phones) google and laptops together with DVDs during teaching and learning of environmental science as part of the expected requirements of the ICT (PSD).

References• Abimbade, A. (1998). Information Technology.

The Current Strategy for Effective Science and Technology Instruction. Lagos: Bichi Educ Press.

• Africa University (2000). Technical Experts Meeting on the use and Application of ICT in Africa. May 17-19. University of Dar-as-Salam.

• Barrett, C. & Johnson, M. (2003). Addressing the Learning Skills of students at a Distance. A dual approach, in Mills, R. and Tait , A.(Eds). Re-Thinking learner Support in Distance Education.pp41-53. London : Pitman.

References Cont’d• Cragg, B., Andrusyszn, M. & Humbert, J.

(1999). Experience with Technology and preferences for distance education delivery methods in practitioner program. (Retrieved on 18 December 2013).

• • Creswell, J.W.(1994).Research Design

Qualitative and Quantitative Approaches. London: Sage Publications.

References• Kennedy, D. (1997). Design Elements for Interactive

Multimedia: Australia Journal of Education Technology 13 (1), 1-26

• Motlik, S.(2008). Mobile Learning in developing nations. International Review of research in Open and distance learning. Rtrieved from http://www./rod/.org//index.php/inrod//article/

• Nyiri, K. (2002 August). Towards a Philosophy of m-learning .Paper presented at the IEEE. International workshop on wireless and mobile Technologies in Education in Education) Vaxjo, Sweden.Retrieved http://21 st century.

Thank you

Tatenda Siyabonga Reaboka •