How do primary school science teachers use ICT in the teaching and learning process, and what are the obstacles they encounter in utilizing ICT for teaching? / Shimla Ibrahim

Abstract:
Information and communication technology (ICTs) provide wide access to a range of resources. These resources show significant impact on scientific learning at primary level. Most importantly ICTs fill the gaps in the absence of other alternatives. When ICT is used in teaching and learning process, it enables students to visualize the manipulation of complex models and images to enhance the understanding of scientific idea. This qualitative case study, examines how primary science teachers use ICTs in teaching science and the obstacles they encounter in utilizing the resources. A semi structures interview, field notes and lesson plans were the means of data collection which were analyzed to discover answer for the research question. The results of this preliminary research show that science teachers generally use ICTs to teach concepts. However, ICTs are also used to teach practical aspects of science in the place of physical laboratories when they are unavailable. Moreover, it was identified that teachers face obstacles such as obstacles related to resources, technical issues, and maintenance issue. Furthermore, lack of teachers' knowledge and skills in ICTs were also noted as a barrier. The conclusion can be drawn that teachers do not utilize ICT resources to gain the maximum benefit of the virtual laboratory. This paper presents the preliminary research about the use of ICTs by primary science teachers of Fuvahmulah. It also discusses some recommendations and lay foundation for further studies. Such further studies will be a guide to improve the practices of the use of ICTs in primary schools of the island.

Submitted in partial fulfillment of the requirements for the degree of Master of Education, Villa College, Faculty of Education, 2014 Masters project (M.Edu.). Includes bibliographical references