TEACHING AND LEARNING RESOURCES AND TEACHERS FOR THE IMPLEMENTATION OF COMPUTER STUDIES CURRICULUM IN SELECTED PUBLIC PRIMARY SCHOOLS IN NDOLA DISTRICT OF ZAMBIA

Robert Changwe, Catrina Lwaba Mulenga

Abstract


The government of the Republic of Zambia in 2013 decided to revise its primary and secondary school curriculum in order for the education system to address the much needed societal challenges. Among other subjects that the 2013 education curriculum framework brought on board was Computer Studies as a compulsory subject in both primary and junior secondary schools. Researchers in this study sought to analyse the availability of teaching and learning resources in the implementation of Computer Studies curriculum in selected public primary schools in Ndola district of Zambia given that this was a new subject that had not existed in the curriculum before. Qualitative research approach was used where the researchers employed a descriptive design. 54 primary schools which were clustered into 9 zones were targeted and the study sample comprised of 9 schools one from each of the 9 zones. A total of 72 respondents made up of 9 Head teachers, 18 teachers of Computer Studies and 45 learners of Computer Studies were purposively sampled. Semi-structured interview guide, an observation checklist guide, document analysis and focus group discussion guide were used to collect data and thematic analysis was used to analyse the data. Research findings indicated that teaching and learning resources in schools were inadequate which hampered the effective implementation of the curriculum. Besides, teachers of Computer Studies were not qualified and trained to teach the subject. Hence, the researchers recommended that the government through the Ministry of General Education (MoGE) should provide funds (grants) to schools to procure more computers and their accessories and provide infrastructure such as computer laboratories. MoGE should also recruit qualified teachers of Computer Studies in all public primary schools while universities and colleges of education should incorporate Computer Studies education in their curriculum so that they could produce teachers who are competent in matters that have to do with information and communication technology (ICT). In addition, continuous professional development (CPD) should be a must for all teaching staff so as to acquaint themselves with the evolving nature of computer education.

 

Article visualizations:

Hit counter


Keywords


curriculum implementation, computer studies, information and communication technology, teaching and learning resources

Full Text:

PDF

References


Afshari, M., Bakar, K. A., Su Luan, W., Samah, B. A. and Fooi, F. S. (2009). Factors Affecting Teachers’ Use of Information and Communication Technology. International Journal of Instruction. 2(1), 77– 104.

Banja, K. M. and Mulenga, I. M. (2019). Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language. Makerere Journal of Higher Education, 10(2), 171 – 190. http://dx.doi.org/10.4314/majohe.v10i2.13.

Bishop, G. (1985). Curriculum Development: A Textbook for Students. London: Macmillan Education Limited.

Bukaliya, R. and Mubika, A. K. (2011). Factors Militating Against the Introduction of Computer Education in Secondary Schools. Journal of Education and Instructional Studies in the World. 2(3), 56-68.

Changwe, R. (2017). Effectiveness of the Mathematics Teacher Education Curriculum at the University of Zambia in Preparing Secondary School Teachers of Mathematics. Lusaka: Masters Dissertation. The University of Zambia.

Deepark, K. and Turner, J. (2006). Education for the 21st Century: Impact of ICT and Digital Resources. Boston, MA: International Federation for Information Processing.

Dzidonu, F. (2010). The Role of ICTs to Achieving the MDGs in Education: An Analysis of the Case of African Countries. Accra. Retrieved on 20th May, 2016 from http://www.ait.edu.gh.

Examination Council of Zambia (2015). Results Analysis – Business Studies National Examinations. Lusaka: ECZ.

Farrell, G. and Shafika, I. (2007). Survey of ICT and education in Africa: A summary report based on 53 country surveys. Washington, DC: World Bank.

Gross, N. (1971). Implementing Organizational Innovation: A Sociological Analysis of Planned Education Changes. New York: Basic Book Inc.

Hancock, B. (2008). An Introduction to Qualitative Research. Nottingham: Trent Focus.

Hennessy, S. (2010). Developing the use of Information and Communication Technology to Enhance Teaching and Learning in East African Schools: Review of the Literature. Nairobi: Aga Khan University.

Higgins, S. and Moseley, D. (2011). Teachers’ Thinking about ICT and Learning: Beliefs and Outcomes. Journal of Teacher Development. 5(2), 191-210 http://dx.doi.org/10.1080/13664530100200138

Hsin-Kai, W., Ying-Shao, H. and Fu-Kwun, H. (2007). Factors Affecting Teachers’ Adoption of Technology in Classrooms: Does School Size Matter? International Journal of Science and Mathematics Education. 6: 63-85.

IFIP-UNESCO. (2006). ICT Curriculum for Secondary Schools. Retrieved February 25, 2016, from http://..../public/spip/ecrire.

Isaac, S. (2007). Survey of ICT and Education in Africa: Zambia Country Report. New York: World Bank.

James, R. (2010). Eric Schmidt, chairman of Google, condemns British education system. Retrieved October 22nd 2015, from The Guardian Newspaper: http://www.theguardian.com/technology/2011/aug/26/eric-schmidt-chairman-google-education.

Kahn, J. V. and Best, J. W. (2006). Research in Education (10th Ed). New Jersey: Prentice-Hall.

Kantoma, L. (2015). Assessment of the Implementation of the Social Studies Curriculum

in Junior Secondary Schools in Kaduna State. Zaria: M.Ed. Thesis, Ahmadu Bello

University.

Karuru, I. W. (2005). An Investigation into the Status of Information Communication and Technology Policy (ICT) in Education System. Nairobi: Unpublished M.Ed. Thesis Kenyatta University.

Kinyanjui, L. W. (2003). A survey on ICT Access and Use in Secondary Schools. Nairobi: School Net Africa.

Krischner, P. and Davis, N. (2003). Pedagogic Benchmark for Information and Communication Technology in Teacher Education. Technology, Pedagogy, and Education. 12(1), 125 -147.

Krysa, R. (1998). Factors Affecting the Adoption and Use of Computer Technology in Schools. University of Saskatchewan Retrieved from: http://www.usask.ca/education/coursework/802papers/krysa/krysa. PDF on 23rd February, 2016.

Laaria, M. (2012). Leadership Challenges in the Implementation of ICT in Public Secondary Schools, Kenya. Journal of Education and Learning. 2(1), 32-43. Retrieved on 10th March, 2016 from http://dx.doi.org/10.5539/jel.v2n1p32.

Luangala, J. R. and Mulenga, I. M. (2011). Cultivation of Thinking Skills through Instructional Procedures in Zambia Basic Schools. Saarbrucken: LAP Lambert Academic Publishing.

Masumba, K. C. and Mulenga, I. M. (2019). Teachers’ pedagogical content knowledge for teaching Computer Studies in rural Zambian secondary schools of North-western Province. Zambia Journal of Library & Information Science (ZAJLIS), 3(1 & 2), 90 – 106.

Magambo, J. (2007). Use of Information and Communication Technologies (ICTs) in Teacher Education in Sub-Saharan Africa: Case studies of selected African Universities. (Unpublished PhD thesis). Cologne: University of Cologne.

Malcom, E. and Godwyl, F. (2008). Diffusion of Information Communication Technology in Selected Ghanaian Schools. Unpublished Doctoral Dissertation, Ohio University.

Middleton, A. J., Flores, A., and Knaupp J. (1997). Shopping for Technology. Educational Leadership, 53 (3). Retrieved from: http://www.ascd.org/pubs/el/nov97/exmiddle.html On 12th June 2020.

Mingaine, L. (2013). Challenges in the Implementation of ICT in Public Secondary Schools in Kenya. International Journal of Social Science and Education. 4 (1). 22-41.

Ministry of Education. (2013). The Zambia Education Curriculum Framework. Lusaka: Curriculum Development Centre.

Moobola, L. and Mulenga, I. M. (2020). Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia. European Journal of Education Studies. 7(3), 13-34.

Mooij, T. and Smeets, E. (2001). Modelling and Supporting ICT Implementation in Secondary Schools. Computers and Education, 3(6), 265–281.

Mulenga, I. M. (2020). Teacher Education versus Teacher Training: Epistemic Practices and Appropriate Application of both Terminologies. Journal of Lexicography and Terminology, (4) 1, 52-73.

Mulenga, I. M. and Kabombwe, Y., M. (2019). A Competency-Based Curriculum for Primary and Secondary Schools: Learning from Theory and some Countries around the World. International Journal of Education and Research. 7(2), 117-130.

Mulenga, I. M. and Luangala, J. R. (2015). Curriculum Design in Contemporary Teacher

Education: What Makes Job Analysis a Vital Preliminary Ingredient? International

Journal of Humanities Social Sciences and Education. 2(1), 39-51.

Mulenga, I. M. and Lubasi, I. M. (2019). Teachers Present in School but Absent in Class: Utilization and ‘Silent Erosion’ of Learning Time in the Implementation of the Curriculum in Mongu District of Zambia. European Journal of Education Studies, 6 (2). 61-79. https://doi.org/10.5281/zenodo.2678061.

Mulenga, I. M. and Mwanza, C. (2019). Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia. Journal of Curriculum and Teaching, 8(1), 32-39. https://doi.org/10.5430/jct.v8n1p32

Musilekwa, S. and Mulenga, I. M. (2019). Development of Social Studies Learners Textbooks for Secondary Schools in Zambia. Journal of Education and Practice, 10(6), 99-108.

Mulenga, I. M. (2018). Conceptualization and Definition of a Curriculum. Journal of Lexicography and Terminology, 2 (2), 1-23.

Mwale, S. (2015). Information and Communication Technology in Schools Uphill Battle. Times of Zambia.

Mwaniki, C. M. (2007). Constrains Affecting the Implementation of ICT in Primary Teachers Training Programmes. Nairobi: Unpublished M. Ed Thesis, Kenyatta University.

Mwimba, C. and Mulenga, I. M. (2019). Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners. Multidisciplinary Journal of Language and Social Sciences Education, 2 (1), 143-167.

Ndwiga, S. P. (2005). An Appraisal of the Incorporation of Computer Courses in Kenya Diploma Teacher Colleges. Nairobi: Unpublished M.Ed. Thesis, Kenyatta University.

Oduda, A. (1998)). Logistic Hitch Computer Studies. The Daily Nation 21st February, p. 16, 17.

Omwenga, E. (2007). Pedagogical Issues and Issues of E-learning Cases: Integrating ICTs into Teaching and Learning Process. Nairobi: Nairobi University.

Ozden, M. (2007). Problems with Science and Technology Education in Turkey. Eurasia Journal of Mathematics. 4 (2), 61-80. https://doi.org/10.12973/ejmste/75391.

Republic of Zambia (2014). Computer Studies Syllabus Grade 8 and 9. Lusaka: CDC.

ROK (1999). National ICT Strategy for Education and Training. Nairobi: Government Printers.

Teo, S. H. T. and Lim, K. G. V. (1998). Factors Influencing Desktop Computer usage among Novice and Experienced users. Journal of Information Technology Management, 10(1).

Toprakci, E. (2006). Obstacles at Integration of Schools into Information and Communication Technologies by taking into Consideration the Opinions of the Teachers and Principals of Primary and Secondary Schools in Turkey. Journal of Instructional Science and Technology (Ejist), 9(1), 1-16.

UNESCO. (2005). Global Digest: Comparing Education Statistics across the World. http://www.uis.unesco.erg/template pdf. Retrieved on 18th August, 2015.

Waiharo P. K. (2007). Sustainability of ICT in Kenya Secondary Schools. A Case Study of Secondary Schools in North Eastern Province. Nairobi: Unpublished M.Ed Thesis Kenyatta University.

ZANIS (2014). Zambia Launches New ICT Policy. Issue No.349, 8th April.

Zulu, J. and Mulenga, I. M. (2019). Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in Lusaka, Zambia. UNESWA, Journal of Education, 2 (1), 273-288.




DOI: http://dx.doi.org/10.46827/ejes.v7i10.3280

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Robert Changwe, Catrina Lwaba Mulenga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).