ICT as catalysts in promoting
teaching and learning of
environmental science in Teachers
Colleges. A case of Joshua
Mqabuko Nkomo polytechnic.
By Nyama C
Introduction
• The introduction of the National Information
and Communication Technology (ICT) Policy in
Zimbabwe in (2005) opened avenues for a
speed access and transfer of information in
the field of education from ECD ‘A’ to Colleges
and Universities, at each and every convenient
place and time.
• The move was to meet and align Zimbabwean
Education with the demands of the global
village (Nziramasanga Commission of Inquiry
of 1999)
Introduction Cont’d
• ICTs in this paper are defined as “a diverse
set of technological tools and resources used
to communicate, create, disseminate ,store
and manage information”. These technologies
include computers, the internet broadcasting
technologies (radio, television and telephone
(fixed and mobile) computer and network
hardware and software, satellite systems and
so on as well as the various services and
applications associated with
them(Abimbade1998 p 24).
Introduction Cont’d
• Catalysts refer to gadgets that speed up the
teaching and learning process both to student
teachers and pupils in and outside the
classroom.
• Studies conducted by Dr Chindaro (2014)
suggested that if ICTs are used appropriately
they strengthen the relevance of education to
the increasingly digital world and raise
educational quality by, among others , helping
make teaching and learning into an engaging
active process connected to real life.
Introduction Cont’d
• All student teachers enrolled at the college do
ICT in their Professional Studies Syllabus D.
• Students are introduced to basic computer
operations where they develop skills in using
computers and an appreciation of the role of
Information Technology in education (
Department of Teacher Education 2010).
• Dr Chindaro (2014 ) observed that ICT can be
used to resolve structural problems and deficits
in education system such as teaching efficiency,
alleviating resourcing and supporting teachers
who may be under-equipped.
Introduction Cont’d
• The move is a great shift towards encouraging
learners to become actively involved in
learning as opposed to being passive receivers
of information (Barrent & Johnson 2003; Carry
and Leliot 2003 and Butcher, V & Hope 2001).
• ICTs in the teaching of environmental science
helps learners to acquire knowledge, reduces
the amount of teacher directed instructions as
well as increasing opportunities for teachers
with specific and particular needs(Romeo
2006).
Statement of the problem
• Having been exposed to a wide range of ICTs
during their on campus of 2 terms at college,
are student teachers making use of ICTs in
their teaching and learning of environmental
science in schools during their teaching
practice of 5 terms in schools? It is against
this background that an investigation of
student teachers’ practical experiences in
using ICTs as catalysts in teaching and learning
of environmental science was conceptualized.
Research questions
• The study was guided by the following
questions:
• Which ICT platforms were student teachers
exposed to, during the teaching and learning
of environmental science in primary school?
• How do student teachers use ICTs when
teaching and learning environmental science?
• What are the practical experiences of student
teachers when using ICTs in the teaching of
environmental science to pupils?
Significance of the study
• The findings and recommendations of this study
are expected to help the subject area lecturers to
identify the gap in their lecture presentation on
using ICTs as catalysts in teaching and learning of
Environmental Science
• Furthermore the findings of the study can reflect
the student teachers’ practical experience in using
ICTs as catalysts, and the challenges that they
encountered so as to come up with the
appropriate teaching strategies that fully assist
student teachers before deployment for teaching
practice.
Research methodology
• This study explored the influence that ICTs have on
student teachers teaching and learning of
environmental science using the qualitative research
approach that is in line with the phenomenological
perspective as it sought to acquire knowledge through
understanding the direct experience of others by
engaging with participants through semi structured
interviews and classroom observations during teaching
practice supervision. ( McMillan &Wergin, 2006).
• Data was collected through this method so that the
practical experiences of student teachers on ICTs usage
could be presented (Cresswell, 2006)
Research Participants
• The population for the study was thirty student
teachers who were deployed in the following
districts; Beitbridge, Bulawayo, Bulilima,
Gwanda, Insiza, Mangwe, Mberengwa,
Mwenezi and Zvishavane.
• The deployment of student teachers in the
respective districts was guided by their mother
tongue applied language at college.
Data collection and analysis Cont’d
• The data was collected first term in 2014 from
intakes 42 and 43 students who were on teaching
practice
• . A semi-structured interview guide designed by
the researcher was used to elicit information for
this study on Thursdays and Fridays when they
came to submit Distance Assignments .
• The use of open ended questions was meant to
consolidate and explore further issues raised in
some questions and gave an in-depth perspective
to the issues being discussed.
Data collection and analysis Cont’d
• Further probing beyond the answers given was
done to obtain clarification and to provide
opportunity for elaboration.
• The researcher crafted questions that fit into the
three main sub-sections.
• The interview questionnaire was used to
triangulate the questionnaire and enable a select
group of information – rich informants to give
voice to their thoughts about the topical issues
involving their practical experiences in using ICTs
as catalysts in teaching and learning of
environmental science while on TP.
Data collection and analysis cont’d
• To capture as much data as possible, the
researcher audio-recorded and wrote
participants comments as well as their reflections
• It was however emphasized that at no time were
names of those present were to be mentioned in
order to protect their anonymity.
Results and Discussion
Response on forms of ICTs student teachers were
using.
• . It was quite interesting to note that student
teachers were using their mobile phones,
laptops and DVDs when teaching and learning
environmental science.
• All the teachers who were interviewed and
supervised said they used these two forms of
ICTs for skills and concepts development.
Results and Discussion cont’d
• The student teachers said they used their mobile
forms for research on key concepts and the
activities to be employed during the lesson.
• One student teacher said, I use my mobile phone
as a teacher’s guide when I am preparing my Daily
lesson plans. With my smart phone I research for
activities that promote the development of life long
skills for my pupils. With this skill, I have found
teaching of environmental science quite interesting
and motivating as I come across information which
is not in pupils’ books.
Results and Discussion cont’d
• This made me to understand concepts better.
• The involvement of pupils in different skills makes
them useful citizens in problem solving.
• On probing further he said, what I just do is to
google the activities on internet for the teacher,
pupil and the media to be used during the lesson.
Everything that will improve my teaching is shown.
One teacher said my phone has helped me in most
cases.
The textbooks that we use sometime provides us with
skeletal work which does not assist our pupils to
develop the skills effectively.
Results and Discussions cont’d
• The student teachers said a mobile phones were
user friendly as they were able to use it at any
place where there was electricity or no electricity.
• They said the mobile phones promoted the
transfer of educational data over long distances.
One student teacher said, the use of mobile phones
is good but service providers must come up with
gadgets and recharge packages for scholars which
are different from the other users.
Results and Discussions Cont’d
• This will motivate us, as we are not given
allowances during on campus period. If the
price of mobile phones and smart phones is
affordable they can promote quality learning.
These student teachers’ usage of mobile
phones concurs with what was noted by
Goerk (2007) and Chirinda (2013) who
established that technologies owned and used
by students can go some way towards
enhancing high quality learning experiences.
Results and Discussions Cont’d
• The only challenge they said was affecting the use
of their mobile phones was internet connectivity at
times.
• They said this sometimes affected their research on
skills and concept development.
• This was in line with what was observed by Becta
(2005) who noted that where internet connectivity
is not readily available, hinders the process of ICT
usage.
Results and Discussions Cont’d
• Responses from student teachers who used
laptops and DVDs.
• The student teachers said they used laptops and
played DVDs during teaching of the following
topics Water, soils , crops and plants and
animals, Trees and Forestry and Health and
Pollution just to mention a few.
• They said the use of laptops and DVDS on the
above topics brought life and quick
understanding of concepts in their teaching.
Results and Discussions Cont’d
The teachers said the pictures shown on DVDs made
pupils to understand the concepts better. As the
DVDs were played pupils could be heard passing
comments of being mesmerized on what they really
saw about the concepts to be developed.
This enhanced the quality of learning as pupils and
the teacher interacted during the teaching and
learning, focusing on what they will have observed.
The learning environment is accommodative and
conducive to all the learners as everyone is actively
involved and can give their on views from what they
will have observed.
Results and Discussion Cont’d
• The teachers’ practical experiences suggest
that the use of the gadgets are very effective
provided teachers thoroughly prepare their
lessons .This was further noted by Galbreath
(2000p13) who asserted that ICTs stimulated
and motivated pupils if properly used.
Limitations
• This study on student teachers practical experiences in
using ICT in teaching and learning of environmental
science cannot be generalized to the population in
Zimbabwe’s colleges and Universities.
• The findings merely illuminate the experiences that
students at Joshua Mqabuko Nkomo Polytechnic have
while on TP. A larger cross sectional study is therefore
imperative to determine the experiences of students
in other colleges and universities in using ICTs as
catalysts in promoting the teaching and learning of
environmental science in schools.
Conclusion
• The study sought to ascertain the practical
experiences that students teachers had in the
use of ICTS while they were out on TP.
Generally students used their mobile phones
(smart phones) google and laptops together
with DVDs during teaching and learning of
environmental science as part of the expected
requirements of the ICT (PSD).
References
• Abimbade, A. (1998). Information Technology.
The Current Strategy for Effective Science and
Technology Instruction. Lagos: Bichi Educ
Press.
• Africa University (2000). Technical Experts
Meeting on the use and Application of ICT in
Africa. May 17-19. University of Dar-as-Salam.
• Barrett, C. & Johnson, M. (2003). Addressing
the Learning Skills of students at a Distance. A
dual approach, in Mills, R. and Tait , A.(Eds).
Re-Thinking learner Support in Distance
Education.pp41-53. London : Pitman.
References Cont’d
• Cragg, B., Andrusyszn, M. & Humbert,
J.(1999). Experience with Technology and
preferences for distance education delivery
methods in practitioner program. (Retrieved
on 18 December 2013).
•
• Creswell, J.W.(1994).Research Design
Qualitative and Quantitative Approaches.
London: Sage Publications.
References
• Kennedy, D. (1997). Design Elements for
Interactive Multimedia: Australia Journal of
Education Technology 13 (1), 1-26
• Motlik, S.(2008). Mobile Learning in developing
nations. International Review of research in Open
and distance learning. Rtrieved from
http://www./rod/.org//index.php/inrod//article/
• Nyiri, K. (2002 August). Towards a Philosophy of
m-learning .Paper presented at the IEEE.
International workshop on wireless and mobile
Technologies in Education in Education) Vaxjo,
Sweden.Retrieved http://21 st century.
Thank you
Tatenda
Siyabonga
Reaboka
•