| This paper highlights the effects brought about by the implementation of the Information Communication Technology(ICT)subject in the Zambian primary education curriculum,in chawama's,twatasha and chimwemwe public primary schools in Lusaka district,In particular,it shows how various schools have implemented the new subject,its effects on schools,challenges faced with implementing the subject and remedies to counter the challenges.The study was guided by the following research objectives: To determine technologies and resources teachers use in instructing ICT subject in schools,to establish factors that would lead to successful implementation of ICT policy in public primary schools,to explore how ICT subject is instructed by teachers in Public Primary schools,to establish the challenges faced in instruction of ICT subject? And project possible solutions of improving ICT instruction in public primary schools in Zambia.The researcher used qualitative research design.The three public primary schools of Chawama township in Lusaka district were targeted and were mainly the focus of this study.Both convenience and non-probability sampling techniques were employed.Three research instruments were used in collecting data,namely: semi-structured interviews,focus group interviews,observations and document digging.Data was transcribed,summarized,categorized and interpreted accordingly.Responses from participants and data which were obtained from different documents were compared.Trends and patterns in the responses were established.Narratives,direct quotations,interpretive reports as well as excerpts were written down to depict the situation as it was on the ground.Through the data analysis,the following findings were made:The study found that the teaching and learning of ICT in public primary schools in Zambia is faced with various challenges which are largely attributed to lack of preparation in the implementation of the compulsory ICT subject policy.The study exposed that there was lack of preparedness of schools in the introduction of ICT subjects they government only implemented the policy of ICT subject without ensuring that schools had all the necessary resources,technology and skills to effectively teach the subject.There is deficit of computers,professional development of teachers,unconducive teaching and learning environment of ICTs,absences of students' materials and books,limited practical of the subject after teaching as well as lack of internet access.These challenges were confirmed by administrators,teachers and the students within the various schools sampled.The findings of this research have breed recommendations from the participants and the researcher that need to be looked into in order to solve the hiccups of this policy which will help.This research will contribute to the literature within this subject area and will help future researchers to gain insight of the on goings of these issues.In order to contribute effectively to the problem of the teaching and learning of ICT subject in public primary schools in Zambia,the following recommendations were made:Firstly,the ministry should provide the needed resources such as books not only for teachers as well as students.Secondly the ministry should conduct an inspection of schools and see how inadequate theses schools are in terms of computers,printers and other equipment used in teaching this is across all the schools that were in this study therefore computers and other technology should be provided in these schools beforehand.For government I suggested more ICT teachers to be employed to due to many students.For schools,leadership and teacher training areas are paramount as infrastructure and equipment issues thus the need for the ministry to conduct professional development among the teachers for quality assurance.The government should build and renovate the classrooms in order to for them to be suitable for ICTs integration... |
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