Information and technology (ICT) integration in primary schools in Zimbabwe

Author

Makwindi, Thabani.

Title

Information and technology (ICT) integration in primary schools in Zimbabwe

Abstract

The integration of Information and Communication Technology (ICT) in primary schools has become a crucial aspect of modern education. ICT has the potential to enhance teaching and learning, improve student outcomes, and prepare students for an increasingly digital world. However, the effective integration of ICT in primary schools in Zimbabwe faces several challenges. This study aimed to investigate the current state of ICT integration in primary schools in Zimbabwe, identify the challenges and opportunities associated with ICT integration, and explore best practices for effective ICT integration. This study employed a quantitative data collection and analysis method. A survey questionnaire was administered to a sample of 16 in-service teachers enrolled at Bindura University. The study found that while there is a growing recognition of the importance of ICT in primary education in Zimbabwe, the integration of ICT in primary schools faces several challenges, including inadequate ICT infrastructure, limited teacher training and support, and insufficient funding. However, the study also identified several opportunities for effective ICT integration, including the potential for ICT to enhance teaching and learning, improve student outcomes, and promote digital literacy. This study provides valuable insights into the challenges and opportunities associated with ICT integration in primary schools in Zimbabwe. The findings of this study suggest that effective ICT integration in primary schools requires a multifaceted approach that addresses the technical, pedagogical, and organizational challenges associated with ICT integration. The study recommends that policymakers, school administrators, and teachers work together to develop and implement effective ICT integration strategies that promote digital literacy, enhance teaching and learning, and improve student outcomes. Based on the findings of this study, the following recommendations are made: The government and other stakeholders should invest in the development of ICT infrastructure in primary schools, teachers should receive regular training and support to develop their ICT skills and integrate ICT into their teaching practices, school administrators should develop and implement effective ICT integration strategies that promote digital literacy, enhance teaching and learning, and improve student outcomes and policymakers should develop and implement policies that support the effective integration of ICT in schools.

Date

October 2024

Publisher

BUSE

Keywords

Primary Schools in Zimbabwe

ICT integration

Digital literacy

Educational technology

Infrastructure development

Supervisor

Dr. Sunzuma, G.