Teachers' Perceptions on the Use of ICT in a CAL Environment to Enhance the Conception of Science Concepts

Frikkie George,M Ogunniyi

doi:10.13189/ujer.2016.040119

Abstract

Instructional methodologies increasingly require teachers' efficacy and implementation of computer-assisted learning (CAL) practices in general and particularly in the science classroom. The African National Education Department's e-Education(1) policy also encourages the use of computers and computer software in implementing outcome-based curriculum in the teaching and learning processes, proclaiming that; South African learners in the General Education and Training (GET) and Further Education and Training (FET) bands are expected to be information communication technology (ICT) literate by 2013. Therefore, teachers also have to become ICT-literate and conversant with the ICT-resources that is available at schools. ICT can help learners conceptualise invisible and abstract science processes, models and concepts. The intention to use technology can be influenced by various variables such as perceived ease of use, perceived usefulness, attitude towards technology and motivation(2). The aim of this study was twofold: To assess the availability of ICT resources and use in the selected science classrooms; and to determine the interviewed science teachers' perceived intention to use ICT in their classrooms. The theoretical framework of this study is based on the Technology Acceptance Model (TAM) of Davis(2), which is rooted to the Theory of Reasoned Action(3). The sample for the ICT-survey was ten randomly selected high schools and 45 science teachers, who completed a TAM-questionnaire. This study found that most of the selected schools did have at least the basic ICT-resources in the science classrooms, but it was not used optimally. It was also concluded that the perceived usefulness of ICT-resources seemed to be the most influential factor for the teachers' intention to practise CAL. The results of this study could be useful for education authorities and school managements to solve the problem of under-utilisation of technologies at schools.

Highlights

Since the 70’s, various researchers have been interested in factors that explain or predict the use of different technologies[4]
The information communications technology (ICT) resources range from School 8, which has the least (43%) resources; with a data projector, a computer and internet connection in only one classroom, and School 1 the most (75%) resources; with interactive electronic white boards, internet connection and ten computers in each science classroom
This paper examined the availability and use of ICT-resources at selected schools and the teachers’ intention to make use of these technologies for computer-assisted learning (CAL) in the science classroom

Summary

Introduction

Since the 70’s, various researchers have been interested in factors that explain or predict the use of different technologies[4]. Research findings over the past 20 years provide some evidence about the positive effects of the use of information communications technology (ICT) on learners’ learning[6,7,8]. In spite of such findings and numerous training programmes and investment by schools in ICT resources, there has been a disappointingly slow uptake of ICT in schools[9]. ICT and in particular computer-assisted learning (CAL) forms an increasingly important part of lesson activities in the classroom recently. Teachers have to become ICT-literate and conversant with the ICT-resources that is available to them

Objectives

Methods

Results

Discussion

Conclusion