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An investigation of ICT integration in the Lesotho secondary and high school science classroom

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dc.contributor.advisor De Villiers, Mary Ruth Kalanda, Kasongo 2012-06-13T08:30:47Z 2012-06-13T08:30:47Z 2012-06
dc.identifier.citation Kalanda, Kasongo (2012) An investigation of ICT integration in the Lesotho secondary and high school science classroom, University of South Africa, Pretoria, <> en
dc.description.abstract This research investigates progress in the integration of information and communication technology (ICT) into curriculum-based teaching and learning in the Lesotho secondary and high school science classroom, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Lesotho as an effective way to enhance teaching and learning. To this end, Lesotho embarked on three partnership projects, namely SchoolNet, Microsoft STIC and NEPAD e-School Projects. There is a volume of research, international and regional, on e-learning and ICT integration, mainly conducted by European and American researchers. This study by an African author, therefore, fills a gap. Using a variant of action research, the author undertook six studies over four years, investigating the extent of computing infrastructure in schools and ways in which e-learning was implemented in subject-based teaching. In particular, he studied barriers to ICT implementation in Lesotho; advantages and disadvantages of combining e-learning with classroom practice; the perceptions, aptitude and skills of Lesotho science teachers and students; professional development programmes; and preparations for introducing e-learning, including infrastructural issues. Literature studies were conducted, following which pertinent concepts from the literature were used to generate a framework of evaluation categories and criteria for addressing the research questions of this study. The criteria were translated into questions and evaluation statements for data collection instruments for the empirical studies. Triangulation in data collection and analysis was provided by applying multiple and mixed data collection methods: questionnaires, interviews, observations and case studies, to gather data from principals, teachers and students in selected schools across the three projects and in varying regions of Lesotho. The study identified notable progress, but determines that more remains to be done, on an ongoing basis, to support secondary and high schools in Lesotho with implementation plans and strategies. The study concludes with guideline and recommendations for educators. en
dc.format.extent 1 online resource (xvi, 282, [15] leaves) : col. ill.
dc.language.iso en en
dc.subject ICT integration in education en
dc.subject E-learning en
dc.subject Action research
dc.subject Barriers to ICT integration
dc.subject Evaluation criteria
dc.subject Professional development of teachers
dc.subject Public-private partnership projects
dc.subject Secondary education
dc.subject Science education
dc.subject Hardware and software infrastructure
dc.subject.ddc 507.126885
dc.subject.lcsh Science -- Study and teaching (Secondary) -- Lesotho -- Computer-assisted instruction
dc.subject.lcsh Internet in education -- Lesotho
dc.subject.lcsh Telecommunication in education -- Lesotho
dc.subject.lcsh Educational technology -- Lesotho
dc.title An investigation of ICT integration in the Lesotho secondary and high school science classroom en
dc.title.alternative Investigation of information and communication technology integration in the Lesotho secondary and high school science classroom
dc.type Thesis en
dc.description.department Computing D. Phil. (Mathematics, Science and Technology Education)

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