Emerging factors affecting the teaching and learning of ICTs in secondary schools in Kasama District
Yamba Lawrence Simuchenje, Dr. Phiri William
The researcher sort to investigate the effective teaching of ICT in secondary schools in Kasama district following the recent introduction and popularization of the subject backed by the ICT national policy. The Ministry of General education is implementing this policy through offering the subject to school pupils. The manner in which the subject was introduced called for investigation of how the implementation was being done by establishing which factors are positively and negatively affecting the teaching and learning of the subject, hence this study. Facts presented in this study review that there are technical and human factors that are impacting either positive and negatively on the effective teaching and learning of ICT in secondary schools in Kasama district namely: Rigidity of school managers to embrace contemporary approaches in the teaching of the subject to learners such as not being flexible in allowing pupils to own and use the ICT gadgets in school which could allow teachers to teach learners using a more pupil personalized and adaptive approaches. Inability for the schools to procure and distribute internet facility across the school compass for pupils to research off this could only be possible if the pupils were allowed to own and use the ICT gadgets in school but this was not the case. This impeding factor need to be seriously addressed by the ministry of general education. It was also reviewed that a number of teachers assigned to teach ICT in schools were not ICT specific trained and could not effectively address the challenges in the detaching of the subject adequately. The other notable factor reviewed was the inability of the teachers to adopt the most effective ways of teaching the subject such as field trips, guest speakers, and use of e-learning systems which was off confounded by the problem of learners not having gadgets to support this strategy. However, this was more of the attitude than the technical deficit on the part of teachers. On the other hand it was found that administrators were more willing to support teachers in the area of CPD activities in order to equip teachers with more relevant knowledge and skills in the teaching of the subject. The study is hereby concluded by stating that despite all the challenges poised in the teaching of ICT in secondary schools, there are is a good will and best efforts schools are making to effectively implement the ICT curriculum if only the noted challenges or emergent factors are looked into and addresses by the relevant authorities.