Availability, Community Of Practice And Relative Advantage Of ICT Resources Utilisation In Teaching–Learning Secondary School Agriculture: Lessons From Swaziland
DOI:
https://doi.org/10.14738/assrj.55.4473Abstract
Culture and society practices must adjust to changing challenges impacting the education sector with the advent of ICTs. The study determined the extent of availability and community of practice in respect of ICT resources. Furthermore, it described the perceptions of respondent secondary Agriculture teachers regarding the relative advantage of ICT tools in teaching and learning in the Southern African country (Swaziland) experience. A descriptive survey approach of data collection and analysis was employed. Findings revealed that ICT tools are somewhat adequately available for utilisation and integration in teaching agriculture. This comes the importance of the same. Availability of reliable adequate Internet remains a big challenge. Electricity and road networks are available and reliable. Community of practice in the ICT context is also low and problematic. Respondents experience ease of ICT use and less complexity in usage. It is recommended that: 1) ICT school policies be put in place and made mandatory; 2) Foster partnership with State-Owned Enterprises responsible for ICT Internet layout to negotiate reduced cost of installation; 3) Professional development workshops should be introduced with some incentives to enhance community of practice and popularise ICT utilisation and integration.
References
Adomi, E. and Kapangban, E. (2010). Application f ICTs in Nigerian Secondary Schools. Library Philosophy and Practice, ISSN 1522-0222
Amuchie, A. A. (2015). Availability and Utilization of ICT Resources in Teaching and Learning in Secondary Schools in Ardo-Kola and Jalingo, Taraba State. Journal of Poverty, Investment and Development, Vol. 8. pp. 94-100. ISSN 24222-846X
Apagu, V.V. Walili, B. A. (2015). Availability and Utilization of ICT facilities for Teaching and Learning of Vocational and Technical Education in Yobe State Technical Colleges, American Journal of engineering research (AJER) vol. 4, issue 2 pp. 113-118
Aramide, K. A., Ladipo, S.O. & Adebayo I. (2015) Demographic Variables and ICT Access as predictors of Information Communication Technologies’ Usage Among Science Teachers In . Federral Unity schools In Nigeria, Library Philosophy and Practice (e-journal) paper 1217
Buabeng-Andoh, C. (2012) Factors influencing teacher’s adoption and integration of information and communication technology into teaching: A review of the literature, international journal of Educational and Development using Information and Communication Technology (IJEDICT), Vol. 8. Issue 1 pp. 136-155
Dludlu, M. N. & Mndzebele, N. (2018). Gender Performance Expectancy of Agriculture Teachers towards ICT Integration in Swaziland. International Journal of Information and Education Technology. Vol.8, No.6
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Egmo, J. E. and Enyi, B. I. and Tah, M.M. (2012). Availability and Utilization of ICT tools for effective instructional delivery in tertiary institutions in Cross River State, Nigeria. Global Advanced Research Journal of Educational Research and Review, (ISSN. 2315-5132) Vol. 1. (8) pp. 190-195
Gabadeen, W. O, Alibi, A. T and Akinnubi, O.B. (2015) .Availability, Accessibility and Utilisation of E-learning Technologies for Sustainable Secondary Education in Federal Capital Territory, Abuja-Nigeria. Asia Pacific Journal of Education, Arts and Science, Vol. 2. No.2,
Liu, C. & Kostiwa, K. (2013). An Application of the UTAUT model for understanding student perceptions using course management software. Journal of Educational Technology and Society, 7(2), 93-
Liwanag K.S. (2015). Extent of Information and Communication Technology Utilisation in Teaching: ITs Influence on Students’ Academic Performance, Journal of Social Science and Humanities research, Vol. 1. Issue 2.
Mathipa E.R. and Mukhari S. (2014).Teacher Factors influencing the use of ICT in Teaching and Learning in South African Urban Schools. Mediterranean Journal of Social Sciences, Vol. 5. No. 23. pp. 1213-1220.
Mc Callum, K., Jeffrey, L. & Kinshuk, (2014). Factors impacting teachers ‘adoption of mobile learning. Journal of Information Technology Education, 13(20), 141-162.
Mndzebele, M. N. (2013a). Challenges faced by schools when introducing ICT in Developing countries. International Journal of Humanities and Social science Invention, 2(9), 1-4.
Onwuagboke, B. B. C Sighn T.K.R. and Onwuagboke, J. N. (2014) Availability, Gender and Determinants of ICT Utilization in Teaching in Rural Secondary Schools in Souther Eastern Nigeria, The international Journal of Science and Technology, Vol. 2, Issue 5 pp.410-416
Phiri, W. and Phiri, G.G. (2016). Factors affecting ICT Implementation in selected secondary schools in Chipata district. . International Journal of Multidisciplinary Research and Development, Vol. 3. Issue 10 October pp. 161-175
Sibanda, M. Mapenduka, W. Furusa .S. (2016) Assessment Of The Availability And Utilization of ICTs For Teaching And Learning And Secondary Schools – Case Of A High School In Kwekwe, Zimbabwe. International Journal of Scientific and Technology Research, Vol. 5 Issue 5 pp.282-288. th
Rogers, E. M. (2003). Diffusion of Innovations (5 ed). The Turkish online Journal of Educational Technology 5(2), 15.
Tedla, B. A. (2012). Understanding the importance, impacts and barriers of ICT on teaching and learning in East African Countries. International Journal for e-Learning security, 2(3), 199-207.
Totter, A., Stutz, D. and Grote, G. (2006) ICT and Schools: Identification of Factors Influencing the use of new Media in Vocational Training Schools. The Electronic journal of e-Learning, Vol. 4. Issue 1 pp. 95-102.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Advances in Social Sciences Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
