Abstract Zimbabwe Open University
Content
Title: Information and Communication technologies and their use in secondary education: An
articulation of the challenges impeding efficient teaching and learning of computers in the
Zimbabwean educational locales.
Sub-Theme: Education
Authors: Henri-Count Evans [Bsc (Honours) Degree in Journalism and Media Studies,
Computer Studies teacher at Montrose High School] and Rosemary Musvipwa [Msc Degree
in Journalism and Media Studies)
Institution: Montrose High School (Ministry of Primary and Secondary Education: Bulawayo
Province).
Email: [email protected] and [email protected] : Montrose High School: P.O
Box 6019 Morningside, Bulawayo: Cell: 0716 145 832/ 0777 153 625/0771 304 203
Abstract
The 21st century brought with it a new global way of life. It transformed society from being
dependent on industrial production to a dependency on informational technology. The new
technological dispensation has been referred to as an ‘informational society’ and ‘knowledgesociety’ and it exists alongside an ‘information superhighway’ (Evans 2011). The need for the
education sector in Zimbabwe to adopt and teach computers becomes vital in this information
and knowledge driven society.
The teaching and learning of computers in schools is central to the development of the
education sector as a whole. The technologies bring with them a plethora of advantages to
learner, the teacher and also society as a whole. The technologies in the form of computers,
tablets and smart-phones, the tools attached to them such as the internet and other e-learning
applications are the new springboard of education as they allow the user to interact and share
resources much faster and cheaper. They offer a platform for research, easier information
dissemination, and storage.
However, notwithstanding all the benefits, the technologies still have little use and
significance in the Zimbabwean educational landscape. This paper sought to firstly explore
and examine the factors that limit the adoption and use of computers in secondary schools in
Zimbabwe and secondly to make recommendations on the way-forward. The study employed
the articulation methodology. Surveys were conducted and the data was interpreted using the
qualitative methods of data analysis.
The study revealed that the country has slow and weak-uptake in the adoption and use of
information technologies in schools and where they are adopted there are operational
limitations. The problems emanate from the country’s not-so-clear Information and
Communication Technologies (ICTs) policy in schools, lack of the relevant infrastructure
needed, lack of initiative and interest by school authorities and parents, inadequate teaching
staff and the lack of adequate teaching and learning facilities.
The study has not been presented and published elsewhere.
articulation of the challenges impeding efficient teaching and learning of computers in the
Zimbabwean educational locales.
Sub-Theme: Education
Authors: Henri-Count Evans [Bsc (Honours) Degree in Journalism and Media Studies,
Computer Studies teacher at Montrose High School] and Rosemary Musvipwa [Msc Degree
in Journalism and Media Studies)
Institution: Montrose High School (Ministry of Primary and Secondary Education: Bulawayo
Province).
Email: [email protected] and [email protected] : Montrose High School: P.O
Box 6019 Morningside, Bulawayo: Cell: 0716 145 832/ 0777 153 625/0771 304 203
Abstract
The 21st century brought with it a new global way of life. It transformed society from being
dependent on industrial production to a dependency on informational technology. The new
technological dispensation has been referred to as an ‘informational society’ and ‘knowledgesociety’ and it exists alongside an ‘information superhighway’ (Evans 2011). The need for the
education sector in Zimbabwe to adopt and teach computers becomes vital in this information
and knowledge driven society.
The teaching and learning of computers in schools is central to the development of the
education sector as a whole. The technologies bring with them a plethora of advantages to
learner, the teacher and also society as a whole. The technologies in the form of computers,
tablets and smart-phones, the tools attached to them such as the internet and other e-learning
applications are the new springboard of education as they allow the user to interact and share
resources much faster and cheaper. They offer a platform for research, easier information
dissemination, and storage.
However, notwithstanding all the benefits, the technologies still have little use and
significance in the Zimbabwean educational landscape. This paper sought to firstly explore
and examine the factors that limit the adoption and use of computers in secondary schools in
Zimbabwe and secondly to make recommendations on the way-forward. The study employed
the articulation methodology. Surveys were conducted and the data was interpreted using the
qualitative methods of data analysis.
The study revealed that the country has slow and weak-uptake in the adoption and use of
information technologies in schools and where they are adopted there are operational
limitations. The problems emanate from the country’s not-so-clear Information and
Communication Technologies (ICTs) policy in schools, lack of the relevant infrastructure
needed, lack of initiative and interest by school authorities and parents, inadequate teaching
staff and the lack of adequate teaching and learning facilities.
The study has not been presented and published elsewhere.
