Evaluation of the Level of ICT Integration in Sciences Subjects at the Namibian College of Open Learning

Abstract

Technology has become a vital tool in teaching and learning, realising a paradigm of learner centred instruction for diverse learners. Accordingly, Namibian College of Open Learning (NAMCOL) invested resources in establishing computer laboratories at selected tuition centres in Namibia and trained its staff members in order to meet the requirements of Level 2 as per the Namibian ICT Policy for Education (2002). The study was informed by Rogers’ theory of diffusion and adopted a qualitative case study design to investigate the competency of Science tutors with respect to integrating ICT in their teaching.  Four NAMCOL centres and four tutors were purposively sampled for this study. A semi- structured interview guide and an observation schedule were used to collect data and then analysed by coding and classifying the data into meaningful themes and categories as per the levels of Rogers’s theory of diffusion of innovation. Generally, the study found that science tutors lacked pedagogical ICT skills but individual science tutors were integrating ICT at the following three levels: early adopter, late majority and laggard. The study recommends that, inter alia, capacity building with a focus on ICT pedagogy be provided to science tutors to ensure that they confidently integrate ICT in the teaching of science.