Integrating Information and Communication Technology in English Language Teaching: A Case Study of Selected Junior Secondary Schools in Botswana

By Mafuraga, Mbizo; Moremi, Mbiganyi | International Journal of Education and Development using Information and Communication Technology, January 1, 2017 | Go to article overview

Integrating Information and Communication Technology in English Language Teaching: A Case Study of Selected Junior Secondary Schools in Botswana


Mafuraga, Mbizo, Moremi, Mbiganyi, International Journal of Education and Development using Information and Communication Technology


INTRODUCTION

As an international language, English unifies the globe and a great deal of this unification comes through the use of ICT. ICT has therefore become an integral part of our livelihood so much that it is now even embedded into the schools curricular. Contemporary education has become so advanced that ICT is now part and parcel of the teaching and learning process hence this study to specifically explore how the English Language teacher has fared.

According to Divaharan and Koh (2010), ICT is important in the sense that its progress allows the development of classroom based tele-conference that does not require the teacher and learners to be in the classroom at all times. Dang (2011) indicates that this technology also provides information more quickly when required and it is easily accessible for educational purposes, therefore, learners who grow up in an ICT rich environment are exposed to opportunities to experience and develop skills through its use in and outside the classroom.

Gorder (2008) states that whatever stage of learning a child may be at, ICT can help motivate, reengage them and capture their attention. Challenging tasks even become more manageable and learners' participation reaches a much higher level when technology is made a part of the learning process. Knezek and Christensen (2002) further complement Gorder (2008) by agreeing that an integration of ICT into an English Language classroom can assist both the teachers and learners in achieving the intended objectives as tasks will become simpler and information will be readily available and accessible. In view of the foregone, the researchers therefore wanted to find out how teachers of English Language have made use of ICT in their teaching. The objectives of the study were to:

a)evaluate ICT status in Junior Secondary Schools (JSS) in Botswana.

b) find out what is in place to promote ICT use in English Language teaching.

c) find out the value of ICT in English Language teaching.

d) identify problems teachers of English face when using ICT in teaching English Language

The following are the Botswana JSSs research Questions:

a) Are the Junior Secondary Schools in Botswana equipped with ICT equipment and tools that are appropriate and suitable to teach English Language?

b) How can ICT be used in English Language teaching?

c) Is it beneficial to use ICT in English Language teaching?

d) What are the achievements and problems faced by teachers when they teach English Language using ICT?

LITERATURE REVIEW

Many researchers support ICT integration arguing that it enhances English Language learning on the part of the students. One such researcher and educationist is Professor Sugata Mitra, who discovered the Hole-in-the-Wall concept in 1992. Mitra proposed that:

"The acquisition of basic computing skills by any set of children can be achieved through incidental learning provided that learners are given access to a suitable computing facility, with entertainment".

Professor Mitra was prompted to this hypothesis in 1982 after he had thought of learners learning by using only computers back in 1982, which he finally tested in 1999. He and his team made what was famously called a "hole in the wall" in New Delhi. Inamdar and Kulkarni (2007) had this to say:

In 1999, the 'hole-in-the wall' experiment in New Delhi, India, moved the computer out of schools and homes into playgrounds. A computer was connected to the Internet and embedded into a brick wall around an informal playground next to a residential slum. . . . The press called the experiment "hole-in-the-wall". Researchers called it "Minimally Invasive Education" (MIE). Research showed that groups of children could learn how to use public computers on their own, without adult intervention (2004, p. 170).

From the above, children, more especially those without any experience on using a computer learnt to use it on their own. …

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