Exploring the integration of modern technologies in the teaching of physical science in Lesotho

Ms Lucia Nthooa Lisene,Dr Thuthukile Jita

doi:10.18820/2519593x/pie.v36i1.8

Abstract

The aim of the paper is to explore the knowledge base of high school physical science teachers, from selected high schools in Lesotho, regarding the integration of information and communication technologies (ICTs) into the curriculum. The new physical science curriculum in Lesotho requires the use of ICTs for teaching. The teachers’ use of ICTs was explored through a questionnaire based on the technological pedagogical content knowledge model (TPACK). Data were analysed using the statistical analysis software (SAS) and the results showed that 77% of the teachers used ICTs for teaching, while 80% used them for non-teaching activities. The mean score for teachers’ TPACK was 2.88. This score is below the average of three for the Likert points of the items on teachers’ TPACK, which was set as the acceptable level for this paper. Therefore, the study concludes that Lesotho teachers do use ICTs for teaching physical science even though their TPACK may be below average. Their low TPACK may be an indication that they used ICTs to get more information about the content, rather than for delivering the lessons. There is thus an urgent need to increase the support for teachers to maximise the use of ICTs for teaching.

Highlights

Scholars have already established the importance of information and communication technologies (ICTs) for teaching (Abdullahi, 2014; UNESCO, 2014)
8.3 Teachers’ knowledge The seven domains of knowledge that we explored are technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical content knowledge (TPACK)
Many physical science teachers in selected high schools of Lesotho use ICTs, even though they use them irregularly. Their use of ICTs for non-teaching activities is slightly higher than their use of ICTs for teaching

Summary

Introduction

Scholars have already established the importance of ICTs for teaching (Abdullahi, 2014; UNESCO, 2014). In the absence of conclusive evidence on what hinders ICT integration in the classrooms especially in developing countries, it is important to continue with investigations related to ICT integration in various contexts. This paper examines teachers’ knowledge related to ICT integration into physical science in Lesotho. The aims of the national vision 2020, which is the basis for the ICT policy, include ensuring a strong foundation for technology research and development in the country (Lesotho government, 2002). This aim emphasises a strong link between science and technology curricula, which is part of the reason for conducting the study on how teachers integrate technology into physical science

Objectives

Methods

Results

Conclusion