A critical analysis of technology adoption in teaching by in-service teachers in Botswana during the Covid-19 pandemic.

Abstract

Information and Communication Technologies (ICTs) have been growing immensely for over the years in almost every sector of the economy. Even though this is the case, a lot still needs to be achieved in the education sector. Facilitators in Botswana schools are still depending and relying on the traditional teaching pedagogies and are far from benefiting from the rewards ICTs are bringing to the classroom to enhance teaching and learning. This study critically analysed technology adoption and use in teaching by in-service teachers in Botswana during the Covid - 19 era. It also analysed the ICT infrastructure found and available in Botswana schools and assessed the facilitator's skills, knowledge confidence and their perceptions on ICT integration in teaching and learning. A mixed methods (quantitative and qualitative) approach was adopted and used to collect data for the study. The major findings of the study revealed that the integration of ICT teaching in Botswana schools during the Covid- 19 era showed some challenges in teaching and learning and yet was also beneficial. These challenges were influenced by several factors such as lack of ICT skills, lack of self-confidence in the usage of technology by teachers and lack of appropriate JCT tools for use in schools. The study recommends that all schools (government and public) should be equipped and installed with the right ICTs supporting infrastructure, resources, and that all teachers be trained on the right pedagogies on the integration of ICTs in teaching and learning. In addition, the schools-based curriculums should be designed and developed in a way that accommodates ICT integration in teaching all subjects areas taught in schools.