IMPLEMENTATION OF INFORMATION COMMUNICATION TECHNOLOGIES (ICTS) IN THE PROCESS OF TEACHING AND LEARNING IN PRIMARY SCHOOLS IN ZIMBABWE: THE SURVIVAL STAGE RAGES ON.

Abstract

This study explored the state of preparedness of primary schools to use ICTs during the
process of teaching and learning and the extent to which the primary schools are using ICTs
in Zimbabwe. Quality education in the 21st century can be achieved if teachers infused ICTs
in the teaching and learning process. A survey of ten primary schools in Manicaland province
indicated that separate computer rooms have been set up where pupils from grade three to
seven received basic computer appreciation lessons once a week at allocated times from a
‘specialist teacher’. Five teachers from each of the schools were interviewed, and ninety
percent (90%) of them were not computer literate. Only ten percent (10%) of the teachers had
acquired basic computer skills during teacher training and were all young teachers but did not
use computers in their day-to-day teaching. Traditional pedagogic practices continued as the
means of transmitting knowledge, skills and attitudes to pupils. The study also showed that
although teachers were aware of the various learning opportunities to be realised by ICTs,
and computers in particular, they lack the knowledge and skills on how to use ICTs to
enhance quality learning. Most schools do not have the necessary ICT equipment and Internet
connectivity is poor, non-existent or too expensive for most rural schools where the majority
of the students learn. The study recommends that the use of computers as a tool in the
teaching and learning process in the classroom can make learning student centred and the
teacher assumes a new role of becoming a facilitator.