An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education

Autor/inn/en	Isaacs, Albert; Kazembe, Lawrence; Kazondovi, Collins
Titel	An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education
Quelle	In: Higher Education for the Future, 5 (2018) 1, S.104-118 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/2347631117740455
Schlagwörter	Foreign Countries; Schools of Education; Information Policy; Educational Policy; Statistical Analysis; Qualitative Research; Questionnaires; Classroom Observation Techniques; Interviews; Likert Scales; Program Implementation; Performance Factors; Educational Facilities; Educational Resources; Technology Education; Technological Literacy; Pedagogical Content Knowledge; Technology Uses in Education; Technical Support; Resource Allocation; Educational Technology; Teacher Surveys; Teacher Educators; College Faculty; Namibia + Suchen Sie Ihr Suchwort? Ausland; Erziehungswissenschaftliche Fakultät; Informationspolitik; Politics of education; Bildungspolitik; Statistische Analyse; Qualitative Forschung; Fragebogen; Interviewing; Interviewtechnik; Likert-Skala; Leistungsindikator; Bildungsstätte; Bildungsmittel; Technisch-naturwissenschaftlicher Unterricht; Technisches Wissen; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ressourcenallokation; Unterrichtsmedien; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät
Abstract	The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01