The grade 11 Life Sciences teachers’ use of information and communication technology (ICT) in Beaufort West high schools, Western Cape

Abstract

This study sought to investigate how Grade 11 Life Sciences teachers integrate ICTs in their teaching and learning. The lens that was used to frame this study was Technological Pedagogical and Content Knowledge (TPACK) theory; the research paradigm was interpretivist; and the qualitative design case study was followed. Three high schools in Beaufort West in the Western Cape were the natural settings where the study was conducted. The data collection strategies that were used were non-participant observation, semi-structured interviews, and document analysis. Three teachers who participated in the study were purposely sampled as they taught Grade 11 Life Sciences using ICT. During this study, trustworthiness was maintained by applying credibility. Ethical clearance was also taken into consideration by using voluntary participation, anonymity, informed consent, and confidentiality. The research question addressed in this study was: How do Grade 11 Life Sciences teachers integrate ICT in their teaching and learning? The results indicate that teachers integrate ICT into their teaching and learning through various ICT tools such as videos, laptops, data projectors, using interactive and normal whiteboards, and displaying pictures. Teaching experience can assist in the choice of ICT for the presentation of a lesson and in engaging with learners during lessons. The use of ICT in teaching Life Sciences makes teachers comfortable as the deliver their lessons. The results also indicated that having ICT policies at school is important as this information can assist in the use of ICT in schools. The recommendations of this study are that teachers must be trained on how to use ICT optimally in teaching and learning.

Lolu cwaningo luphenye izindlela othisha beBanga le-11 beSayensi yezeMpilo abadidiyela ngazo ubuchwepheshe boLwazi noBuchwepheshe bokuXhumana (ICT) ekufundiseni nasekufundeni kwabo. Ingilazi eqoqa ukukhanya esetshenziswe ukwenza uhlaka lwalolu cwaningo kwakungokucatshangwayo Kolwazi Lokufundisa Nokuqukethwe Kwezobuchwepheshe (TPACK). Umbono wocwaningo walesi sifundo bekungowokutolika, kwase kwamukelwa ukusongoza kwecebo lemininingwane ngokusebenzisa ukuxhumana okuvulekile nokuxoxa. Lolu cwaningo lwenziwe ezikoleni ezintathu zamabanga aphezulu eBeaufort West eNtshonalanga Kapa. Amasu okuqoqwa kwemininingwane ahlanganisa ukubhekwa kwabangahlanganyeli, izingxoxo ezingahleliwe, nokuhlaziywa kwemibhalo. Othisha abathathu bathathwa njengamasampula ngenhloso njengoba besebenzisa i-ICT ukufundisa iBanga le-11 iSayensi yezeMpilo. Lolu cwaningo luthembekile ngoba izinga eliphezulu lokwethembeka lagcinwa. Izimiso zokuziphatha nazo zacatshangelwa ngenxa yokubamba iqhaza ngokuzithandela, ukungaziwa, imvume yokwaziswa, nokugcinwa kuyimfihlo. Umbuzo wocwaningo okukhulunywa ngawo kulolu cwaningo wawuthi: Othisha beBanga le-11 beSayensi yezeMpilo bayihlanganisa kanjani i-ICT ekufundiseni nasekufundeni kwabo? Imiphumela yabonisa ukuthi othisha bakwenza ngamathuluzi ahlukahlukene e-ICT afana namavidiyo, amakhompyutha aphathekayo, amaprojektha emininingwane, amabhodi amhlophe asebenzayo navamile, nangokubonisa izithombe. Isipiliyoni sokufundisa sinquma ukukhetha kwe-ICT ukwethula isifundo nokuxhumana nabafundi. Ukusetshenziswa kwe-ICT ekufundiseni iSayensi yezeMpilo kunikeza othisha ukuzethemba okukhulu ukwethula izifundo zabo. Ngokwemiphumela, izinqubomgomo ze-ICT zikhuthaza ukusetshenziswa kwe-ICT ezikoleni. Isiphakamiso salolu cwaningo ukuthi othisha baqeqeshwe ngendlela efanele yokusebenzisa i-ICT ekufundiseni nasekufundeni iSayensi yezeMpilo.

Hierdie studie het maniere ondersoek waarop onderwysers wat Lewenswetenskappe vir Graad 11-leerders aanbied, Inligtings- en Kommunikasietegnologie (IKT) in hul onderrig en leer integreer. Die lens wat as uitgangspunt vir hierdie studie gebruik is, was die Tegnologiese Pedagogiese en Inhoudskennis (TPACK)-teorie. Die navorsingsparadigma vir hierdie studie was interpretief, en ’n kwalitatiewe ontwerp is gebruik. Hierdie studie is by drie hoërskole in Beaufort-Wes in die Wes-Kaap uitgevoer. Die data-insamelingstrategieë wat gebruik is sluit in: niedeelnemer-waarneming, halfgestruktureerde onderhoude, en dokumentontleding. Drie onderwysers is by doelbewuste steekproefneming ingesluit aangesien hulle IKT gebruik om Graad 11-Lewenswetenskappe te onderrig. Hierdie studie is betroubaar, omdat ’n hoë mate van geloofwaardigheid gehandhaaf is. Etiek is ook in ag geneem, ten opsigte van vrywillige deelname, anonimiteit, oorwoë toestemming, en vertroulikheid. Die navorsingsvraag wat in hierdie studie ter sprake was, is soos volg: “Hoe integreer Graad 11-Lewenswetenskappe-onderwysers IKT in hul onderrig en leer?”. Die resultate het daarop gedui dat onderwysers dit doen met behulp van verskeie IKT-hulpmiddele soos video’s, skootrekenaars, dataprojektors, interaktiewe en gewone witborde, en deur prente te wys. Onderrigervaring bepaal die keuse van IKT vir lesaanbieding en interaksie met leerders. Die gebruik van IKT in die onderrig van Lewenswetenskappe gee aan onderwysers meer selfvertroue om hul lesse aan te bied. Te oordeel aan die resultate, bevorder IKT-beleide die gebruik van IKT in skole. Die aanbeveling van hierdie studie is dat onderwysers opgelei moet word in die optimale gebruik van IKT vir die onderrig en leer van Lewenswetenskappe.