Toward ICT Integration in the Science Classroom: A Comparative Study of Cases in Lesotho and South Africa

Abstract

This comparative study into the integration of technology into teaching and learning, examines cases of computer use and e-learning in Science classrooms in two Southern African states, namely, South Africa (SA) and the Kingdom of Lesotho. Twenty one teachers from four high schools, two in each country, participated in data collection involving observation sessions, questionnaires and interviews. E-learning in SA schools with established e-learning programmes was compared with the Lesotho situation to establish precedents. Furthermore, obstacles were identified that impede ICT integration in Lesotho. The Lesotho teachers are enthusiastic and keen to persevere, but consistent integration of technology as a teaching and learning tool has yet to emerge. The study identified the following main issues that hinder ICT integration: Teachers require appropriate training and workshops; more time should be set aside for technological orientation, lesson planning, and for students to use computers; hardware and software infrastructures require systematic maintenance and upgrades.