Teachers’ Perceptions Of The Usefulness Of Information And Communication Technology (ICT) In The Implementation Of Competence Based Curriculum (CBC) In Primary Schools Of Kariba District,Zimbabwe

The study sought to explore teachers’ perceptions of the usefulness of information and communications technology in the implementation of competence based curriculum in primary schools of Kariba District,Zimbabwe.Competency-based curriculum was introduced into Zimbabwe’s national curriculum in 2015,and this strategy was put into effect in 2017.There was a good reason to believe that CBC was not always being fully implemented due to under usage of ICT,consequently,the issue was that teachers’ opinions on the usefulness of ICT in implementing CBC were still hypothetical.It was necessary to ascertain the teachers’ opinions regarding the use of ICT in CBC because it is the instructors’ responsibility to integrate the use of ICTs into the delivery of the curriculum.Implementation of the competence based curriculum makes more sense and value with the full support of teachers in primary schools.The objectives of the study were to establish primary school teachers’ perceptions of the contribution of ICT to the implementation of the competency-based curriculum and to assess barriers encountered by primary school teachers in applying ICT in teaching practice was to This study used a qualitative research methodology to gather extensive,in-depth information from regular conversations with people.The study was restricted to the views of primary school teachers and administrators in Kariba and focus was limited only on teachers’ views on the impact of ICT on teaching practice.The research study was carried out in Kariba District of Mashonaland West Province.The study focused on the period between 2015 when CBC was introduced in the curriculum in Zimbabwe and 2023 when the ICT has been fully supported in CBC.The study was guided by the Theory of Planned Behaviour(TPB)by Ajzen(1991).This study used a qualitative research methodology because it relies on the premise that one can gather extensive,in-depth information from regular conversations with people.The study adopted a descriptive research design that is non-experimental in nature.The population for this study was made up of all primary school teachers and headmasters in Kariba District in Mashonaland West Province.There are two hundred and forty(240)primary school teachers and sixty(60)school heads giving a sum total of three hundred(300)participants who became rich sources of information on the subject under study.The researcher chose the participants using the purposive sampling.The researcher selected 15 primary school teachers and five school heads because they have some knowledge and experience on the use of ICT in teaching practices.Data was collected through interviewing the school heads using semi structured interviews and focus group discussions were held with the primary school teachers.Thematic analysis was used to analyse data.The researcher grouped all the response transcripts into interesting phrases and themes.Data gathered in the study showed that the teachers and school heads had the same perceptions that ICT facilitates easy access to course content,improves teaching and learning quality,produce a creative learning environment and supports critical thinking.In relation to barriers encountered in applying ICT in teaching practice,participants mentioned lack of administrative and technical support,lack of skills and expertise as well as lack of financial capacity.The study concluded that ICT facilitates easy access to course content,improves teaching and learning quality,produce a creative learning environment and supports critical thinking.The amount of ICT usage is linked to different types of characteristics that are teachers’ internal factors include their knowledge of ICT use,their beliefs that might conflict with ICT application,their attitudes toward technology integration,their perceptions,including their intention or motivation to use ICT,their self-confidence and knowledge.The study also concluded that barriers encountered in applying ICT in teaching practice,participants mentioned lack of administrative and technical support,lack of skills and expertise as well as lack of financial capacity.The study recommended that to promote the use of ICT in ECD,there is need to fast-track the training of teachers.This can be in-service training that helps to improve on the teachers ICT knowledge,skills and integration of ICTs in the teaching and learning process.For the full implementation of ICT,not only teachers need operate them,but also they must have an understanding of the pedagogy required to use them and to meet teaching and learning needs.As such,teacher training in the use and integration of ICT in the classroom can motivate the teachers to use ICTs.