Exploring Science Teachers’ Beliefs and Practices of ICT Integration in Secondary School Teaching

A Mixed Method Approach

Abstract

This study investigated science teachers’ beliefs and practice of ICT integration in teaching and learning in Zanzibar. Its objectives were: to assess science teachers' beliefs about the role of ICT integration in teaching and learning and to explore how science teachers integrate ICT in classroom teaching. The study involved 60 science teachers purposively selected from 5 public secondary schools in the Town District of Zanzibar. The schools were selected by using convenience sampling procedures. The study employed a mixed-methods approach and a concurrent nested design. Data were collected by using survey questionnaires, interviews and classroom observation. The quantitative data were analysed using the descriptive analysis technique while the qualitative data were analysed thematically. The findings indicated that the science teachers had varied beliefs about ICT integration in teaching and learning. While some had positive beliefs about ICT integration in teaching and learning, others held negative beliefs. The findings also revealed that the teachers’ actual practice of ICT integration in teaching was inefficient. Insufficient skills and knowledge as well as a lack of confidence in ICT integration were identified as significant obstacles to ICT integration, which caused science teachers to inefficiently integrate ICT in teaching. Based on the findings, the study recommends that the Zanzibar Government through the Ministry of Education and Vocational Training, the Zanzibar Institute of Education, and other educational stakeholders, take comprehensive professional development initiatives to raise teachers’ confidence, skills, and knowledge on integration of ICT in teaching and learning. Studies are needed to address the self-efficacy in ICT integration and the challenges faced by science teachers to integrate ICT in teaching and learning context.