Abstract
Information and Communication Technology (ICT) has been growing so fast for the past 20 years in most of sectors, but still a lot of done in the education sector. Teachers are still relying on the old traditional way of teaching methods. Botswana are still far behind in benefiting from ICT usage in classroom. This study reviews various technology adoption frameworks such as Technology Pedagogy and Content knowledge, Teacher Development model, and Conceptual framework. This study assess the ICT infrastructure found in Botswana public junior secondary schools, assess teachers’ skills, knowledge, confidence, and the perception on the integration of ICT in teaching and learning. A quantitative research design is used to collect data from teachers in Botswana Junior Secondary Schools. The major findings show that integration of ICT in Botswana Junior secondary schools is very low or not yet started. This has been influenced by factors such as lack of skill, lack of confidence in the use of technology by teachers, and lack ICT equipment in schools. The study recommends that schools should be equipped with education ICT supporting infrastructure, and teachers should be trained on the pedagogy of ICT in teaching. Furthermore, the curriculum should be designed in such a way that it includes ICT integration in subject areas.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Botswana IFAP Report: ICT Literacy Policy-Botswana Paris, 9th Session (2016)
Maitlamo: Botswana’s National ICT policy legislative framework and change report. Botswana Government, Final Report 2004 (2014)
Bhatt, J.M.: Integrating information and communication technology in teacher Education, Vol 6, India (2016)
Adomi, E.E., Kpangban, E.: Application of ICT in Nigerian secondary schools. Library Philosophy and Practice 2010, Abraka, Delta State University (2010)
Mishra, P., Koehler, M.J.: Technological pedagogy knowledge content knowledge: the framework for teachers knowledge. Teach. Coll. Rec. 108(6), 1017–1054 (2006)
Albirini, A.: Teachers attitude towards information and communication technologies. The case of Syrian EFL teachers. Comput. Educ. 47(4), 373–378 (2006)
Esleem, M.B.: Relationship of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools. A statewide survey (2003)
http://math.hws.edu/javamath/ryan/ChiSquare.html. Accessed 04 June 2017
Acknowledgement
The authors are thankful to management of Botho University, Gaborone to provide their support. We also grateful to management of Makhubu Secondary Schools to conduct the research in their organization.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Siamisang, P., Kumar, R., Narayanan, S., Chandirakasan, N. (2019). Integration of ICT in Curriculum - A Case Study of Botswana Junior Secondary Schools. In: Luhach, A., Singh, D., Hsiung, PA., Hawari, K., Lingras, P., Singh, P. (eds) Advanced Informatics for Computing Research. ICAICR 2018. Communications in Computer and Information Science, vol 956. Springer, Singapore. https://doi.org/10.1007/978-981-13-3143-5_16
Download citation
DOI: https://doi.org/10.1007/978-981-13-3143-5_16
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-3142-8
Online ISBN: 978-981-13-3143-5
eBook Packages: Computer ScienceComputer Science (R0)