Integration Of Educational Technology In The Teaching Of Lesotho Secondary Geography Curriculum

The inclusion of technology in school curriculum has been a concern in many countries following Jomtein World Conference on education for ALL. Currently, considerable resources are being expanded to connect schools to internet, purchase powerful computers, and on other implementations of educational technologies. However, the mere availability of powerful, globally-connected computers is not sufficient to insure that students will learn, particularly in subjects that pose considerable conceptual difficulties, such as in the Geography and Science.In recognizing the role of technology in economic development, Lesotho has attempted to integrate educational technology in the school curriculum. The true challenge is not just to put the newest technologies in our schools, but to identify advanced ways to design and use these new technologies to advance learning. This study investigated how far has educational technology been integrated in Lesotho Secondary Geography curriculum.The investigation was based on the framework first proposed by Stake.Stake's model addresses the relationship between intended curriculum and implemented curriculum. In this study intended curriculum is defined as the curriculum plan as depicted in the curriculum materials such as syllabus, the examination papers and the textbooks The curriculum intentions were investigated through the analysis of curriculum material while the implemented curriculum was investigated by examining the teacher-learner material interactions The implemented curriculum is viewed as what actually happened in the schools as teachers interpret the curriculum developer's plan.The study was designed as a multiple-site case study. The sites where in-depth study of the implemented curriculum was done were four secondary schools spread throughout the country. The intended curriculum was mainly examined by analyzing the curriculum materials such as the syllabus, examination question papers and the textbook. The methods used for data collection were questionnaires, interview, classroom observations and document analysis. Data was then organized according to the objectives of the study. Thus, the researcher used qualitative method to analyze data; that is; using descriptions of observations and operational concepts. Frequency counts for data collected through the use of questionnaires were computed on a five Likert type scale.The study explored the nature of Lesotho Secondary Geography curriculum as well as how far has educational technology been integrated in the teaching of secondary Geography curriculum in the country. The results of the study indicate that educational technology has not been fully integrated in the teaching of Lesotho Secondary Geography curriculum. The efforts to integrate educational technology in the teaching of Lesotho Secondary Geography Curriculum are still at an infant stage across the country.The study found out that there is limited supply of qualified ET professionals in the country and the high cost of training programmes serve as a barrier to building capacity in integrating educational technologies in the teaching of geography and other subjects. Educators lack technology literacy and expertise and thus, in many cases, have been ineffective at integrating and utilizing educational technologies in schools. Above all, the high cost of equipment deters educators from making the purchase of computers and Internet connectivity a priority when schools lack basic amenities and educational supplies.The result of the study indicates that Lesotho needs modern and efficient infrastructure, including roads, utilities and communication networks in order to realize the benefits offered by educational technologies. Without such infrastructure, it becomes impossible to deliver information services such as the internet, mobile cellular communications, digital television and radio, interactive multi-media, and distance learning.The study also revealed that lack of classrooms solely dedicated to Geography teaching, the computer laboratories are used mostly for IT classes. Lack of classrooms was found to prevent school administrators from dedicating separate classrooms to Geography teaching The study further revealed that there are teacher training efforts geared towards integration of educational technology in the teaching of Geography, training is offered to both pre-service and in-service teacher. Currently the teachers rely heavily on textbooks which are not addressing the most recent information.All areas of Geography benefit from educational technology. An appropriate students'use of educational technologies can help them develop skills, maximize learning time, maximize paper work, facilitate connections with other communities and the world, offer numerous alternative points of view and prepare them for the world,...