Evaluation of Barriers to the Integration of ICT in Teaching and Learning of Science and Mathematics in Zimbabwe’s Secondary Schools

Abstract

This article examines the perceived barriers to information and communication technology (ICT) integration in science education. A questionnaire designed to elicit teachers’ feedback was administered among 56 experienced male and female Science and Mathematics teachers within Zimbabwe. Initial results indicate that teachers had a strong desire to integrate ICT into education; but they encountered many barriers.  The major barriers were lack of confidence, lack of competence, lack of electricity, lack of school funding and lack of access to resources.  Recommendations made suggest that ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be addressed.