In-Service Science Teacher’s Perceptions Towards the Use of Information Communication Technology Tools in Teaching and Learning in a COVID-19 Environment

Abstract

Information and Communication Technology (ICT) have been growing incredibly for the past twenty years in most sectors; however, much needs to be achieved within the education fraternity itself. Teachers are still relying on traditional teaching methods and Botswana is currently far behind in benefiting from ICT usage in the classroom. This study critically analysed the ICT infrastructure found in Botswana’s secondary schools, assesses teachers’ skills, knowledge, confidence, and their perception of the integration of ICT in teaching and learning. A mixed-methods approach was used to collect data from 350 respondents. The results revealed that ICT use and integration in Botswana secondary schools during the Covid – 19 period posed some challenges even though it was beneficial to an extent where there was learner academic improvement. This has been influenced by factors such as lack of skills, lack of confidence in the use of technology by teachers, and lack of ICT equipment in schools. The study recommends that schools should be equipped with the relevant ICT infrastructures, have adequate resources, and that facilitators should be trained on the right pedagogies and use of ICT in teaching and learning. Furthermore, curriculum developers should integrate ICT teaching in subject areas. The findings of this study will contribute to the correct pedagogies and best practices of teaching, and how issues teachers found in technology use can be solved and addressed amicably for the benefit of the greater masses. The educational stakeholders can make use of these findings to improve knowledge and attitudes toward the successful adoption and implementation of information and communication technologies in teaching and learning during the pandemic. Keywords: technology adoption, in-service teachers, perceptions towards