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Advances in Social Sciences Research Journal – Vol.7, No.8
Publication Date: August 25, 2020
DOI:10.14738/assrj.78.8781.
Dludlu, M. N. (2020). E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case Of Eswatini.
Advances in Social Sciences Research Journal, 7(8) 506-517.
E-Readiness Of Teachers To Integrate Ict In Teaching And Learning
Post Covid 19 Pandemic: Case Of Eswatini
Mzomba Nelson Dludlu
Institute of Distance Education,
University of Eswatini
ABSTRACT
The current crisis in Eswatini brought by the Covid 19 pandemic calls
for the education sector to move digital education from the peripheral
role in leaning delivery to the center of the process of teaching and
learning. Digital teaching and learning has become mainstream
overnight. All schools were closed and the face-to-face teaching and
learning approach was stopped indefinitely. This prompted new
direction in research and innovations. The study was therefore
conducted to take a snapshot on the E-readiness of Agriculture teachers
to integrate ICT in their teaching post the Covid 19 pandemic. A survey
research design employing the quantitative approach was conducted
with all (N=284) agriculture teachers in Eswatini to (1) describe the E- readiness of Agriculture teachers to integrate ICT in their teaching and
learning, (2) identify the support given to teachers towards ICT
integration available in schools, and (3) to describe the teachers’
educational level and courses related to ICT integration in teaching. A
valid and reliable instrument was designed with a Cronbach Alpha
reliability coefficient of (r = .80) was used to collect data. Frequencies
and percentages statistics were used to analyse data. Findings
associated with teachers’ readiness to integrate ICT in their teaching
were: (1) teachers had personal laptops and were using them to support
teaching of agriculture, (2) teachers perceived themselves as digitally
proficient in using ICT tools to facilitate teaching and learning, (3)
teachers had free access to computers in schools, (4) more than half of
the schools offering agriculture had internet connectivity, (5) ICT was
offered as an examinable subject in the majority of schools, and that (5)
teachers had taken basic computer course their pre-service teacher
preparatory training. It is recommended that all teacher training
institutions design and offer courses on instructional technology to
equip all teachers in schools to use technology to enhance their teaching
skills.
Keywords: ICT integration, E-Readiness, ICT integration support activities,
Agriculture Teachers.
INTRODUCTION
The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning
and research (Yilmaz, 2011). In a rapidly changing world, basic education is essential for an
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URL: http://dx.doi.org/10.14738/assrj.78.8781 507
Dludlu, M. N. (2020). E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case Of Eswatini. Advances in Social
Sciences Research Journal, 7(8) 506-517.
individual to be able to access and apply information. Such ability must find and include ICTs in the
global village (Ndibalema, 2014). Teachers are key implementers of curriculum through classroom,
practices and are responsible to develop their own teaching skills and methods by being exposed to
ICT tools. In Swaziland, the use of ICT in many settings is increasing rapidly. As a result, ICT
education has become basically every society’s effort to teach people under various settings because
people need valuable knowledge and skills about computing and communications devices (Dlamini
& Dube, 2014). Ntshangase (2010) pronounced that one of the targets of the Ministry of Education
and Training (MoET) towards ICT introduction was to ensure that 70% of schools will have
computer laboratories with internet access by 2012 and qualified teachers.
Shongwe (2012) reported that in order to compete in a competitive global economic environment,
a highly skilled and educated workforce with aptitude and skills in the application of ICT is essential.
The Ministry of Education and Training has thus continued to craft and execute programmes with
the hope to achieve its mission, that is:
to provide relevant and affordable education and training opportunities for all age
groups of the entire populace of the Kingdom of Swaziland in order to develop all
positive aspects of life for self-reliance, social and economic development and global
competitiveness (Ntshangase, 2010: p.5)
ICT Education in Swaziland
Government’s mission is to ensure the use of ICT in the education system is strengthened to expose
all children who leave the system to new technologies, by making sure that ICTs are deployed and
used at all levels of the formal school education system to create a technology – driven, knowledge
– based society; ensure that a gender responsive ICT curriculum to be offered in all schools is
developed. Government’s priorities are schools in rural communities and special attention in the
provision of basic ICT infrastructure is being provided. This is in line with the aspirations of the
Ministry which are enshrined in its mission and vision statements. One key issue that came up was
the use of ICT in education, in teaching/learning and management of the education system (Dlamini,
2012).
The overall and overarching goals of ICT in education include: promotion of access to the use of ICT
by all citizens of the country, students and teachers at all levels and forms of education; promotion
of ICT use in management and administration of education at all levels and forms; to ensure
equitable distribution and management of educational resources from school level to national level
(Ntshangase, 2010).
LITERATURE REVIEW
ICT in Agricultural Education
Miller and Williams (2003) asserted that Agricultural education in secondary schools is part of the
infrastructure of this remarkable system. For agricultural education to remain viable, new ways
need to be generated to deliver instruction in the total secondary agricultural education program.
Miller et al., further stated that instructional technology can help keep educational programmes
aligned with new developments in agriculture. Instructional technology is a media born of the
communication revolution which can be used for instructional purposes.