Challenges Faced by Primary School English Teachers in Integrating Media Technology in the Teaching and Learning of English

Abstract

The purpose of the article was to investigate challenges faced by primary English teachers in integrating media technology in the teaching and learning in the Zambezi Region of the Republic of Namibia. This article’s aim is to explore the primary school English teachers’ perceptions of the challenges preventing teachers from using information technology in the teaching and learning of English. The following research questions were used to guide the research, what challenges do teachers experience in integrating media technology in the teaching and learning of English in their classrooms? What strategies can be used by English teachers to overcome the challenges of integrating media technology in the teaching and learning of English in their classrooms? Four teachers from grade four to grade seven in respective schools participated in the study. Two lessons were observed and notes were taken, the semi-structured interviews with the teachers were conducted. For data analysis, all field notes were first reviewed, and memos and comments on these notes were written. Secondly, responses from the participants were grouped into themes, and units of texts were sorted according to codes and labels. The findings of the article revealed that teachers in the different schools that were studied in Katima Circuit of the Zambezi Regional Directorate of Education in Namibia faced common challenges. Most of the challenges were caused by lack of ICT resources in schools and lack of appropriate skills and training in the field of technology. The research recommends that policy makers should pay attention to education standards and carry out adequate training to ensure that teachers are fully aware of what is expected from them.