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Determinants of ICT Integration in Teaching Secondary School Agriculture: Experience of Southern Africa (Swaziland)

  • Nomsa M. Mndzebele
  • Mzomba Nelson Dludlu
  • Comfort B. S. Mndebele
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 721)

Abstract

ICT integration into secondary school teachings in developing countries faces challenges. Swaziland, a small country in Southern Africa is no exception. The challenges include: teacher attitude and skill, administrative support and limited resources. This study explored determinants of ICT integration in teaching of secondary school agriculture in Swaziland, a developing country in Southern Africa. The study adopted a descriptive survey research design. Population of study was a census of secondary agriculture teachers and employed a survey questionnaire. Data analysis employed descriptive statistics, correlations and regression. Findings established that teachers have a positive attitude and engage in ICT integration despite the challenges. Factors influencing ICT integration: (1) Digital proficiency in using ICT tools, (2) Social influence, (3) Sharing digital content with learners, (4) Possession of personal computer, and (5) Internet connectivity. It was recommended that continued professional development be strengthened. Internet connectivity deserves special attention and upliftment for uptake of ICT integration.

Keywords

ICT integration Technology adoption Secondary agriculture teachers 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Nomsa M. Mndzebele
    • 1
  • Mzomba Nelson Dludlu
    • 2
  • Comfort B. S. Mndebele
    • 3
  1. 1.Faculty of CommerceUniversity of SwazilandKwaluseniSwaziland
  2. 2.Ngwane Teachers Training CollegeNhlanganoSwaziland
  3. 3.Faculty of AgricultureUniversity of SwazilandKwaluseniSwaziland

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