Assessing the implementation of e-learning in primary schools : a case study of Harare Metropolitan Province

Abstract

The role of technology has become one of the most important issues in 21st century education. Electronic learning has revolutionised the way teaching and learning takes place at almost all levels of the education. The global corona virus disease 2019 (COVID-19) pandemic has challenged both learners and educators to rapidly transform and adopt modern, non-contact ways of education delivery, to fully exploit the potential affordances technology offers, e-learning has emerged as a core of this revolution. While e-learning is not a completely new phenomenon, with already generous coverage of its implementation particularly in high school and tertiary levels of education, the dearth of literature and studies on the adoption and implementation of e-learning in primary schools is conspicuous. This is particularly so in less resourced, developing countries like Zimbabwe. This is despite considerable effort being made towards the adoption and implementation of e-learning. This study is an assessment of the implementation of e-learning in primary schools in Zimbabwe. Adopting a descriptive qualitative case study design, its focus was on schools in the Harare Metropolitan. Three schools were purposively selected to participate in the study, from which a sample of nine teachers and three school heads were selected. Data was collected through interviews, observations, and a review of documents. For analysis, data were examined and categorised, and recurring themes that emerged from the transcripts were identified. Findings revealed a lack of guidance on the specific models to follow for e-learning implementation; the need for continuing professional development of teachers and school leaders on the use of educational technology, as well as the need for resources to support the implementation of e-learning in schools. The role of a supportive and visionary school leadership is proposed as a key factor for success, coupled with availability of technical expertise and ICT coordinating structures in schools.