FACTORS AFFECTING THE INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOLS IN BOTSWANA

Abstract

Botswana Education and Training Strategic Sector Plan outlines government intentions to integrate Information and Communications Technology (ICT) in school management, teaching and learning to help the country become a globally competitive knowledge and information society. However, research has established that integration of Information and Communication Technologies in teaching and learning is wrought with challenges. To date, no study has investigated teachers’ perceptions on how school characteristics, adequacy of materials and change management strategies affect integration of ICT in teaching and learning in Botswana, a gap this study fills. This multi-site interpretivist study applied the Tearle Theory as an analytical framework. The research data was obtained through semi structured interviews with teachers’ in government senior secondary schools. The findings of the study highlight the need for all stakeholders in ICT integration in teaching and learning in Botswana to play their role for successful integration of ICTs in teaching and learning. It is hoped that the findings of the study will shed insights into the implementation dynamics that affect implementation outcomes in ICTs in Botswana schools and similar contexts elsewhere.