USING ICT IN SECONDARY SCHOOL SCIENCE TEACHING – WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?
DOI:
https://doi.org/10.46827/ejes.v0i0.472Keywords:
ICT, secondary school, science teaching, Trinidad and TobagoAbstract
Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.
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