Barriers of information communiction technology (ICT) adoption in Botswanas’ primary education

Alpheus Wanano Mogwe,Peloyame Balotlegi

doi:10.11591/edulearn.v14i2.15312

Abstract

Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana’s’ primary education system hardly adopts and use it despite the country’s government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriersassociated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption.The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.

Highlights

Information and communication technology (ICT) has been widely used all around the world and people’s awareness has grown in integrating ICT in education
Having presented a questionnaire addressing various issues as addressed through the Tearle theory, the authors summarized their findings into 4 main key issues of demographics, ICT Skills, ICT usage experiences and barriers all addressing the organisation, individuals, material factors and the change process
The results indicated that, ICT barriers that effect the implementation of ICT in schools, are Insufficient computers at(63%), lack of institutional support at(61%)

Summary

Introduction

Information and communication technology (ICT) has been widely used all around the world and people’s awareness has grown in integrating ICT in education. Different countries have accepted and implemented many initiatives to introduce ICT in their educational systems [1]. In Botswana the government has laid out initiatives to help in adoption and intergration of ICTs in the education system. Vision 2036 has been designed to accommodate integration of ICTs in the education system and that is through the goal of producing globally competitive human capital, relevant in the era of ICT and beyond. Various policy documents have supported this vision. This include documents such as the Botswana Education and Training Strategic Sector Plan(ETSSP 2015-2020), NDP 11, Journal homepage: http://journal.uad.ac.id/index.php/EduLearn

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Conclusion