Teacher ‘s creation of teaching and learning materials using information communication technology at selected remote schools in the Khomas region, Namibia

The learning environment supports the role of the teacher, which is to organise, manage and help learners to navigate learning materials. In recent years, the advancement in Information Communication Technologies (ICTs) and access thereto, enable teachers to create teaching and learning materials. The purpose of this study was to investigate teachers’ application of ICT knowledge and the challenges faced in the creation of teaching and learning materials for their classrooms at three public primary schools in the remote area of Khomas Region. The study adopted a qualitative case study and employed semi-structured interviews to collect data from teachers and non-participatory lesson observation to collect data from classrooms. Additionally, the study used purposive sampling to select teachers based on their years of teaching experience and computer skills while convenience sampling was used to find teachers who were available and willing to participate in the study voluntarily. The findings of the study revealed that teachers' comprehension of ICT varied greatly in the Khomas region's remote schools. Furthermore, it was found that majority of participants found it encouraging to use ICT tools as they make teaching materials appealing to learners, thereby boosting performance, and offering up-to-date materials. Moreover, the study revealed that most schools lacked sufficient ICT resources, and results indicated that only 33% of teachers began their lessons with teaching and learning materials created with ICT tools. The study also revealed challenges encountered by teachers during creating teaching and learning materials, include poor internet connections in the classrooms, shortage of ICT tools, lack of training, and lack of electrical power in the classrooms. As a result, the study concludes that, despite various ICT challenges experienced by teachers in Khomas region rural primary schools, teachers had adequate knowledge of how to use ICT tools. ii Following the study's findings, the Ministry of Education, Arts, and Culture should make provisions for the infrastructure to be provided to all public schools to maximise the use of ICT in education. The government should also allocate funds for the maintenance and purchase of ICT consumables like reams of paper and printer ink

Grantor dc:publisher

University of Namibia

Year dc:date.issued

2023

Author dc:creator

• Ndakolo, Eveline N.

• Education
• ICT
• Khomas region
• Namibia
• Teachers
• Teaching and learning materials
• TPACK

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11070/3733

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/3733