Exploring Classroom Use of ICT among Pre-Service Science Teachers in Selected SADC Countries

Autor/inn/en	Jita, Thuthukile; Sintema, Edgar J.
Titel	Exploring Classroom Use of ICT among Pre-Service Science Teachers in Selected SADC Countries
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 26 (2022) 3, S.218-236 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jita, Thuthukile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2139105
Schlagwörter	Information Technology; Technology Uses in Education; Preservice Teachers; Science Teachers; Foreign Countries; Mathematics Instruction; Science Instruction; Teacher Competencies; South Africa; Lesotho; Zimbabwe + Suchen Sie Ihr Suchwort? Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrkunst; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Simbabwe
Abstract	Information and communication technology (ICT) competences are among the most important requirements to effectively teach mathematics and science in today's classrooms. Teacher educators in the Southern African Development Community (SADC) region have prioritised ICT competences for pre-service teachers (PSTs) to effectively select suitable instructional techniques for teaching mathematics and science subject matter. The purpose of this study was to compare PSTs' knowledge of integrating ICT resources into mathematics and science instruction during their teaching practice based on the country of their training, and to determine a linear combination of subfactors that best explains their ICT knowledge. Data were collected from 524 final year PSTs in three SADC countries: Lesotho, South Africa and Zimbabwe. A one-way analysis of variance (ANOVA) was used to compare the effect of country on PSTs' ICT competence levels. In addition, a stepwise linear multiple regression analysis was conducted to determine a linear combination of subfactors that significantly influenced their ability to integrate ICTs into their instruction. The results of the study revealed a significant difference in PSTs' ICT competences by country. A "post hoc" test was conducted to determine which groups differed significantly. The results have highlighted the importance of PSTs' access to ICT resources during teaching practice in the three countries. Furthermore, the results have contributed to knowledge about teacher education in the three countries. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01