Teachers’ Perceptions and Challenges in Integrating Information and Communication Technologies in Life Sciences Practical Work
Keywords:
information and communication technology; life sciences; practical work, challenges; teachers’ perceptionsAbstract
The school subject of life sciences requires learners to perform practical activities that expose them to content in authentic ways. The subject is taught in environments increasingly influenced by educational technologies. This study was undertaken in the Mahikeng local municipality in South Africa, and the selected schools were in the same vicinity and offered life sciences as a subject. The study aimed to explore teachers’ perceptions of and challenges in integrating information and communication technologies (ICTs) into life sciences practical work. To achieve this, data were collected through observations and interviews. The researchers employed thematic analysis to draw themes from the study participants. It was observed that teachers used ICT to facilitate practical work in a limited manner. However, the study participants perceived the use of ICT in life sciences practical work as essential and important for supporting the learners’ conceptual understanding, engagement, interactive learning environment, stimulation and experiential learning. Moreover, challenges such as overcrowded classrooms, insufficient in-service training, inadequate resources and teachers’ lack of experience with ICTs were identified. The study makes the following recommendations: ICT should be fully integrated in life sciences practical activities because it could assist learners in various topics through simulations to illustrate aspects of life sciences content; all teachers should be trained to implement ICT in practical work with ease, because it would simplify their work. Doing so will help learners adapt to the changing academic landscape.
https://doi.org/10.26803/ijlter.25.6.32
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