An assessment on the integration of ICT in the teaching and learning of physics

Author

Murombedzi, T.

Title

An assessment on the integration of ICT in the teaching and learning of physics

Abstract

This assessment explores the integration of Information and Communication Technology (ICT) in the teaching and learning of physics. The research aims to evaluate the impact of ICT integration in physics education and examine its benefits and challenges. The research method employed is qualitative, utilizing a multiple exploratory case study design. The research instruments include student questionnaires, teacher interview schedules, and classroom observations. The assessment begins by providing an overview of common ICT tools used in physics education, such as simulations, virtual laboratories, multimedia presentations, and online resources. It highlights the advantages of integrating ICT in physics teaching, including promoting active learning, facilitating conceptual understanding, and enabling personalized learning experiences. The reviewed studies indicate that incorporating ICT positively impacts student engagement, motivation, and achievement. Additionally, ICT tools facilitate inquiry based learning, foster critical thinking skills, and provide collaboration opportunities. The assessment also addresses the potential challenges faced by educators when implementing ICT tools, such as technical issues, accessibility concerns, and the need for adequate training and support. It emphasizes the importance of pedagogical strategies that effectively integrate ICT tools and highlights the
significance of continuous professional development to enhance educators' digital literacy skills. Furthermore, the assessment emphasizes the need to create a supportive environment that ensures equitable access to ICT resources for all students. This assessment reveals that integrating ICT in the teaching and learning of physics offers numerous benefits, including enhanced student engagement, conceptual understanding, and collaborative learning experiences. However, it acknowledges the challenges faced by educators and emphasizes the importance of addressing them through appropriate training and support. The major recommendations include incorporating effective pedagogical strategies, providing continuous professional development for educators, and promoting equitable access to ICT resources. By considering the findings and recommendations of this assessment, educators can make informed decisions about effectively integrating ICT tools in physics education to improve student learning outcomes.

Date

2024

Publisher

BUSE

Keywords

ICT

teaching and learning

physics

Supervisor

Dr N. Zezekwa