PERCEIVED CHALLENGES OF ICT AS AN EXAMINABLE CURRICULUM SUBJECT IN RURAL SECONDARY SCHOOLS: VOICES OF TEACHERS AND LEARNERS IN SOUTHERN ZAMBIA

Authors

  • Kalisto Kalimaposo University of Zambia, School of Education, Lusaka, Zambia
  • Siana Moono University of Zambia, School of Education, Lusaka, Zambia
  • Harrison Daka University of Zambia, School of Education, Lusaka, Zambia
  • Sanny Mulubale University of Zambia, School of Education, Lusaka, Zambia
  • Chivunda Kaumba University of Zambia, School of Education, Lusaka, Zambia
  • Fumbani Mphande University of Zambia, School of Education, Lusaka, Zambia

DOI:

https://doi.org/10.46827/ejes.v10i10.5015

Keywords:

Information Communication Technology (ICT), examinable curriculum subject, pupils, teachers, learning and teaching materials, software and hardware, secondary school

Abstract

The study interrogated teachers’ and pupils’ perceptions of Information Communication Technology (ICT) as an examinable curriculum subject in secondary schools of Mazabuka district in Southern Zambia. In 2013 Ministry of Education (MoE) reviewed the National School Curriculum introducing ICT as an examinable subject at the junior secondary school level. This development was, however, received with mixed feelings among different stakeholders across the nation. The study employed Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish the teachers’ and pupils’ perceptions of ICT as an examinable curriculum subject. A descriptive research design was used to collect qualitative data from a sample size of 36 participants which included school administrators, ICT teachers, and pupils. Purposive and quota sampling was applied to select the participants. Data were collected using unstructured questionnaires, interviews, and focus group discussions. The data were analysed thematically by categorization of major and sub-themes that emerged from the study. The study showed that both teachers and pupils had positive perceptions towards ICT as an examinable curriculum subject. The majority of the participants strongly felt that the current times demanded for ICT knowledge in order for learners to fit well in the world of technology. The study also identified challenges faced in the teaching and learning of ICT such as; a lack of trained teachers, inadequate computer hardware and software, and irregular power supply. Various measures were employed in mitigating the challenges such as community engagement, voluntary teaching, class splitting, use of alternative sources of power, and explorations of online resources. The study recommended that the Ministry of Education should revert to its earlier policy position where all schools were to offer ICT as a compulsory examinable subject at the junior secondary school level. The government also should consider the reduction of taxes and tariffs on end-user consumer ICT products such as desktops computers, iPads, projectors, and others.

 

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Author Biographies

  • Kalisto Kalimaposo, University of Zambia, School of Education, Lusaka, Zambia

    Dr. Kalisto Kalimaposo is currently senior lecturer in the University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special Education. He holds a PhD in Sociology of Education, Master’s degree in Sociology of Education and a Bachelor’s degree in Sociology & Library, Information Studies from the University of Zambia. He has published quite extensively in local & international journals. His research interests include equity studies in education, curriculum innovation, teacher education, transformative learning, comparative & development education, sociology of disability, indigenous knowledge systems, & entrepreneurial education.

  • Siana Moono, University of Zambia, School of Education, Lusaka, Zambia

    Siana Moono is currently a secondary school teacher in Mazabuka, Zambia. After finishing his Master’s degree in Sociology of Education from the University of Zambia, he has continued conducting research in schools and teacher education. His research interests include ICTs in education, teacher education, indigenous knowledge systems, comparative and development education.

  • Harrison Daka, University of Zambia, School of Education, Lusaka, Zambia

    Dr. Harrison Daka is a dedicated academician and lecturer in Foundational Educational courses and Coordinator for Postgraduate programmes. He has a PhD in Health Profession Education a Masters in Educational Administration and Management and a Non – degree Masters in HIV and AIDS delivery programme done from University of Sydney. He has over 16 years teaching at the University of Zambia in different Schools, Institutes and Departments. He has lectured in over 15 educational courses in different programmes and universities. He has developed a number of new courses. He has a broad record of research both self and commissioned. He has authored many articles in local and international Journals various educational materials and reviewed many articles. He has presented numerous papers at both local and international conferences, seminars and forums. Has facilitated at many workshops, coupled with, supervising and examining at both Masters and PhD levels respectively.

  • Chivunda Kaumba, University of Zambia, School of Education, Lusaka, Zambia

    Dr. Chivunda Kaumba is currently a lecturer at the University of Zambia in the Department of Language and Social Science Education. Chivunda holds a PhD in Education and specialises in pedagogy, theory and practices of teaching of Civic Education. Chivunda coordinates the programme for Master of Science in Peace, Leadership and Conflict Resolution at the University of Zambia. He is passionate about governance systems and corruption with focus on modelling methods upon which the young generation can be prepared for future responsibilities free from corruption and other forms of injustice. Chivunda practices transformative pedagogies that aim at enhancing and improving the role of education in creating citizens’ broader knowledge and dispositions necessary to achieving a society driven by the common good through integrity, transparency and accountability in affairs that govern them.

  • Fumbani Mphande, University of Zambia, School of Education, Lusaka, Zambia

    Fumbani Mphande is a senior research fellow pursuing his PhD in the University of Zambia, School of education. He currently serves as a part-time lecturer in industrial sociology at the Graduate School of Business, he also coordinates the undergraduate research projects. Fumbani has a passion for lecturing, community works and environmental issues. His research interests include e-learning, substance abuse in schools, gender issues in education, comparative and development education. Fumbani has published quite extensively in local & international journals.

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Published

2023-09-04

Issue

Vol. 10 No. 10 (2023)

Section

Articles

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