My big thanks go to my husband for his financial support and words of encouragement during this study. The main aim of this study was to examine the ICT competence skills of secondary school teachers in Luvuvhu Circuit, Vhembe District, Limpopo Province. The population of this study consisted of secondary school teachers at nine high schools in the Luvuvhu Circuit and the sample consisted of 90 participants.
- INTRODUCTION
- BACKGROUND TO THE STUDY
- STATEMENT OF THE PROBLEM
- OBJECTIVES OF THE STUDY
- RESEARCH QUESTIONS
- HYPOTHESIS
- THEORETICAL FRAMEWORK
- DEFINITION OF KEY TERMS
- Connectivism
- E-learning
- Information Communication Technology
- Technology-Enhanced Learning
- RESEARCH METHODOLOGY
- Research paradigm
- Research design
- Validity and reliability
- SIGNIFICANCE OF THE STUDY
- DELIMITATION OF THE STUDY
- ETHICAL CONSIDERATIONS
- OUTLINE OF THE STUDY
- CHAPTER SUMMARY
Teacher's expertise and competence skills in the use of ICT are therefore sacrosanct in today's teaching and learning environment. Over the years, there have been doubts about the competence of teachers in using ICT to improve the teaching and learning situation. Based on the above problems, this study investigated secondary school teachers' ICT competency skills in Luvuvhu Circle, Vhembe District, Limpopo Province.
- INTRODUCTION
- CONTEXTUALISING ICT USE IN EDUCATION
- Perspectives on the use of ICT in education
- IMPORTANCE OF ICT IN TEACHING AND LEARNING
- PERCEPTIONS OF TEACHERS ON ICT COMPETENCIES IN SCHOOLS
- CHALLENGES AFFECTING THE USE OF ICT IN SCHOOLS
- Attitudes and beliefs of teachers towards ICT use in the classroom
- Teachers access to computers
- Personal Characteristics
- Technical Support
- Lack of Teacher Competence
- Lack of skills training
- Lack of time
- No perception of benefits
- GENDER AND ICT USE IN EDUCATION
In the research, since the coercion of the respondents would be contrary to the main basic ethical principle, therefore the researcher asked the teachers to sign a consent form confirming their willingness to participate in the research. In this chapter, the researcher presented the background and context of the study, the problem statement and the rationale for undertaking the study. Then, the purpose statement, research objectives, research questions, research methodology, significance of the study, limitations, ethical considerations and definitions of operational concepts are described.
INTRODUCTION
RESEARCH PARADIGM
RESEARCH DESIGN
RESEARCH METHODOLOGY
SAMPLING
- Population
- Sampling procedure
- Study sample
- Research instrument
- Data collection procedure
SIGNIFICANCE OF THE STUDY
DELIMITATION OF THE STUDY
ETHICAL CONSIDERATIONS
- Permission to conduct the study
- Informed consent
- Confidentiality
- Privacy
MEASURES OF QUALITY CONTROL
- Validity
- Reliability
CHAPETR SUMMARY
INTRODUCTION
The data collected was presented and analyzed through SPSS format and although 90 questionnaires were distributed, only 86 were returned. The results of the analysis were thus made on the basis of the answers given by the participants for each of the research questions. The majority of the sample was African at 95.3%, followed by Coloreds and Indians, each accounting for 2.3%.
The highest standard passed was categorized into post-matric, grades 10 to 12 and no formal education. The results indicate that the majority, approximately 90%, had post-matric qualification, while participants with grade 10 to 12 qualification constituted 9% and those with no formal education were 1% of the sample. Participants were also requested to specify their highest academic qualification obtained; the categories, - certificates, diploma, junior degree, honors and masters - were used as illustrated in Chart 4.5 below.
The sample indicated that of the 11.6% of participants who had earned certificates, 7% held a degree, 17.4% held a junior degree, 55.8% held an Honors degree, and 8, 1% a master's degree. In terms of subject areas, the majority of participants were in the education field as compared to financial management as indicated in the chart.
RESPONSES BASED ON RESEARCH OBJECTIVES
- Use of ICT by teachers
- Mitigating factors against the use of ICT
INTRODUCTION
This chapter summarizes the findings of an assessment of the ICT competence of secondary school teachers in the Luvuvhu Circuit. The chapter also contains conclusions and recommendations for improving the situation under investigation. The chapter also makes recommendations aimed at teachers' ICT skills, as highlighted by the research questions, literature review and findings of the study.
SUMMARY OF LITERATURE REVIEW
SUMMARY OF FINDINGS OF THE STUDY
- The level of ICT competency skills possessed by secondary school teachers
- Ways in which teachers use ICT skills in the delivery of their practice
- Factors that militate against teachers’ competency in ICT usage
The same picture emerged with the use of e-mails to communicate with students, where most participants said they rarely or never used this means of communication. Most teachers had the ability to access the Internet and obtain teaching and learning materials, however, a significant number of participants indicated that they rarely use the Internet to evaluate teaching and learning materials. Similarly, most teachers revealed that they rarely use PowerPoint for presentations at conferences or in a large class.
The data also showed that the participants rarely use the World Wide Web to access information related to school or other tasks, just as the majority of the participants rarely interacted with students, friends and colleagues using e-mail and chat rooms. This was also the case with the use of trazer or the interactive whiteboard to teach students how to open, save download and print information from the Internet. The study revealed that the high cost of ICT devices was considered a demotivating factor against teachers' use of ICT.
This implies that not all teachers were affected by a lack of electricity in relation to the use of ICT in schools. The lack of regular training and refresher programs in ICT has been identified as a militating factor against the use of ICT by teachers. The study further showed that the presence of outdated ICT facilities militates against the use of ICT by teachers.
In general, participants indicated that the lack of functional ICT facilities hampered the use of ICT by teachers in their classroom.
CONCLUSION OF THE STUDY
- The level of ICT competency skills possessed by secondary school teachers
- Ways in which teachers use ICT competency skills in the delivery of their practice
- Factors that militate against teachers’ competency skills in ICT usage
Teachers had the capacity to update new applications or software on the computer, but limited skills were indicated in teachers' ability to play games using the computer. This implies that teachers effectively use computers to teach, not to play games. The same picture is painted with regard to the use of emails to communicate with students, with participants reporting that they have never used the device for communication.
It can be concluded that most of the teachers have the possibility to access the Internet and obtain teaching and learning materials, but a greater number of them indicated that they rarely use the Internet to evaluate teaching and learning materials, which means that teachers use computers differently for teaching and learning . teaching and learning. Some teachers indicated that they did not use excel to determine student results, even though they had the knowledge. Most of the participants indicated that they rarely communicate with students, friends and colleagues via e-mail and chat.
This was also the case with the use of trazer or interactive board to teach the students and the internet to access, save and print download and print information. The lack of frequent further training and catch-up programs in the field of ICT also hampered the use of ICT by teachers. Many teachers were reluctant to use ICT devices in the classroom, although a lack of financial resources contributed to the lagging use of ICT.
Most computers are donated by companies or individuals after the former have passed their effective use; these donated old computers become a problem in the schools because they don't perform the expected functions.
RECOMMENDATIONS
This has a similar effect to the lack of electricity, which was also identified as a factor preventing teachers from using ICT. Teachers participating in continuing education programs are better placed to regularly use computer services in teaching and learning. Outdated computers lack efficiency and fall short of many new and innovative programs recommended for the classrooms.
Schools should implement staff development programs to improve teachers' attitudes toward the effective use of computers for student remediation. Schools must purchase electrical generators or solar panels to ensure that power is constantly available to power laptops, even during off-loading. Vigorous income-generating programs must be established in schools to raise money to buy and service computers.
Schools should ensure that outdated and obsolete computers are not donated to their schools.
LIMITATIONS OF THE STUDY
SUGGESTIONS FOR FURTHER STUDY
CHAPTER SUMMARY
Answer the following questions by inserting the correct answer in the space or box provided:. Indicate your age by marking an X in the space next to the corresponding correct answer in the table below:. Indicate which gender you are categorized as by placing an X in the box next to the correct answer:.
Choose by making an X in the space next to the corresponding answer in the table below:. Please indicate the highest standard achieved by marking an X in the space provided next to the correct answer in the table below:. Choose the highest qualification by making an X in the space next to the correct answer in the table below:.
Select one appropriate box by placing an X in the corresponding correct answer in the table below:. Please tick (√) to indicate your frequency of ICT use as indicated in the following statement under section C. There will be no risk or discomfort to the participants as I do not believe that participation in the study will cause any physical or emotional discomfort or risk.
You will not be paid for taking part in the study, so participants will not receive any monetary benefits. The information letter and consent form must be translated and submitted into the primary spoken language of the research population. I had ample opportunity to ask questions and (of my own volition) declare my willingness to participate in the study.
Limpopo Provincial Research Ethics Clearance Certificate
Request for permission to conduct research
Questionnaire for teachers
Everyone is free to refuse to participate in the research study if they have doubts or think that their participation may disturb them physically, emotionally or psychologically. Section A of the instrument will be used to collect information on the biographical information which includes - names of school, gender and teaching experience. Section B of the instrument will be used to collect information about teachers' competence in ICT.
You will be expected to honor the session which will be held at your convenient time. You can withdraw your consent to participate in the study at any time during the interview without stating the specific reasons. If you choose to withdraw, no disciplinary action will be taken against you.
I will not record any name anywhere and no one will be able to associate you with the answers you give. I am aware that the results of the survey, including personal information regarding my gender, age, date of birth, initials, will be processed anonymously for a survey report. I understand that significant new findings developed in the course of this research that may relate to my participation will be made available to me.
The incomplete original document must be kept in the participant's folder and must not be discarded, and copies must be issued to the participant.
UNIVEN Informed consent form
Permission letter for data collection
Permission letter for data collection
UNIVEN Research ethics letter
Editing certificate
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