FACULTY OF SCIENCE AND TECHNOLOGY EDUCATION

DEPARTMENT OF SCIENCE IN EDUCATION

Student Name: Matutu

Student number: N02312325F

Degree Program: BScED COMPUTER SCIENCE

Examining the influence of Computer Science Knowledge on 21 st Century

teaching. A Case of Speciss college in the Bulawayo Metropolitan District.

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1.0 Introduction

According to the World Economic Forum’s Global Information Technology Report,

(2019), Zimbabwe ranked 105th out of 115 economies in 2005-2006, based on a
networked readiness index, which measures the degree of preparation of a nation to
participate and benefit from use of technology. The government of Zimbabwe in 2016
alongside the Ministry of Primary and Secondary Education decided to embark on a
journey of integrating computers in the spectrum of teaching and learning process. The
Nziramasanga (1999) was the one that came up with this recommendation of having
intensive use of computers in the educational institutions. This means that the education
sector in Zimbabwe had to embrace teaching and learning using computing tools at all
levels of education. Teaching and learning with computers was and is still believed to be
capable of recording ideas, plans and process that clarify a task or steps; generate and
manage digital solutions in response to challenge arising from learning activities; or to
respond to a need or creative intention (Douglas and Johnson 2023). Learning box,
(2022) notes that as computers in education advances information, not only teachers
who support learning but also students will be able to acquire knowledge and skills of
computer devices. This is really imperative and vital in the sense learners will be
groomed from for future careers with adequate skills that suit the modern world that is
now technologically advanced. Hence it is important for teachers to be well equipped
with computing skills that they can instill in learners so that learners are also imparted
with crucial knowledge in software, hardware and algorithms which very vital in the
modern world. However, in as much as teaching using computer is very fundamental
and essential, teachers in Zimbabwe face a number of challenges when it comes to
teaching under the influence of computer science. These challenges include
lack/insufficient computer laboratory, lack of motivation, poor school environment, non-
availability of instructional materials and facilities jus to name a few. Therefore, this
study seeks to carry out an investigation into the influence of Computer Science
Knowledge on 21st Century teaching in one of the high schools in Bulawayo
Metropolitan District. The investigation will present the background of the study that will
trace the problem from global perspective, African perspective, Southern African and
Zimbabwean perspective.

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1.1 Background of the Study

Charlottes, (2020), points out that teaching using computer tools was ushered in as a
means of preparing students for the 21 st century workforce. Michaelson, (2022) notes
that as technology becomes increasingly integrated into all aspects of society, the
demand for skilled computer learnt individuals grew as well. This means that as the
world advanced technologically, the need for people with computer skills also increased.
According to the Bureau of Labour Statistics, (2023), employment of computer and
information technology occupation is projected to “grow 21 percent from 2023 to 2031”,
much faster than the average for all occupations. Hence the reason why it is important
for school facilitators to educate learners using computers so that they also prepare
them for careers in the technology industry.

According to Tedre, Simon and Malm (2018) notes that, in Europe in the early days of
computer programming, there was not really a need for setting up any kind of education
system, as the only people working with computers at the time were early scientists and
mathematicians. This means that, in the past computers or subjects that had to do with
the teaching using computing skills was not really conducted in schools. This was
because the use of computers or ICT was specifically reserved for scientist and
mathematicians and not really students. Steve, (2017) notes that teaching using ICT
primarily carried out at university level until recently, with some notably exceptions in
Israel, Poland and the United Kingdom with the BBC Micro in the 1980s as part of
Computer science education in the United Kingdom. Schwartzhaupt, (2021) highlight
that, teaching using the influence of computers or ICT in primary and secondary
computer is relatively new in the United States with many K-12 Computer Science
teachers facing obstacles to integrating computing instructions such as professional
isolation, limited computer science professional development resources, and low levels
of computer science teaching self-efficacy. For the purpose of this study the teaching
using the influence of Computer science education that will be focused on is the one
that focuses on high schools particularly in Bulawayo Metropolitan District.

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Yang, Wang, (2017) Integrating computers/ICT into teaching and learning is a
complicated process that includes a number of difficulties. A challenge is defined as any
condition that makes it difficult to make progress or to achieve an objective (Schoep,
2005). This means that the teaching and learning of computer tools is not a simple task,
but rather it is a process that is associated with a number of problems. This study will
unfold the obstacles that are associated with the integration of computer skills and tools
as a means of imparting knowledge to the learners in secondary. Thus, the following
factors that led teachers to consider teaching using computing skills will be traced from
the global level, Africa, Southern African and Zimbabwe level.

Albirini, (2006) notes that in Europe the aim of computer science knowledge in
education is to improve and increase the quality, accessibility and cost-efficiency of the
delivery of instructions to students, it refers to benefits from networking the learning
communities to face the challenges of current globalization. Ghavifekr & Rosday (2015)
due to the fact that students are familiar with technology and they will learn better within
technology-based environment, the issue of integration computing skills in schools,
specifically in the classroom is vital. These two go on to state that it is appropriate to
state that integrating ICT in education is crucial because with the help of technology,
teaching and learning is not only happening in the school environment, but also can
happen even if teachers and students are physically in distance.

Meson (2022) notes that the use of ICT tools by teachers in learning is important since it
improves concentration and comprehension, this is because the activities carried out
through digital and interactive tools increase student concentration and therefore, they
assimilate concepts more quickly, enhancing learning. Empirica’s (2006) noted that an
African study found that in as much as it is important to integrate ICT skills with learning,
they are challenges with this method of teaching, for instance lack of access is the
largest barrier and that the different challenges to using ICT in teaching were reported
by teachers, for example a lack of computers and lack of adequate material. Similarly,
Korte and Husing (2007) found that in African schools there are some infrastructure

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barriers such as broadband access not yet available. This means that in Africa learners
as well as teachers also have problems when it comes to having access of the learning
ICT tools that would make teaching of design and technology effective. This means that
some learners who might be having potential skills that could be noted from a tender
age and explored very early might be thwarted due to the fact that some learners would
not be able to have adequate access to effectively explore their potentials effectively.

Teachning using computers was first introduced in Botswana secondary schools in

1990 and in primary at a much later period and this was done to replace the traditional
technical subjects of woodwork, technical drawing and metalwork which offered as
independent disciplines (Moalosi and Molwane, 2008). Young, (2013) notes that despite
this positive development in the educational systems, issues of involving stakeholders
(teachers) in the design and development of the curriculum were overlooked with
devising programs of teachers’ professional development in equipping them to
effectively teach the subject. This means that if teachers were consulted in such
important decisions, this tends to affect the quality of how teaching using computers
could be integrated in schools. Teachers need to be consulted since they are the ones
who teach the learners and have the means of impartation of the knowledge to the
learners and what they will need to effectively distribute the knowledge to the learners.
Chadwick (2014) observed that children understands more easily through seeing real
life applications of technology all around them. This means that due to the exposure that
the students now have with technology it will not be a challenge for them to be able to
utilize the integration of ICT skills in their teaching.

LeNoir Foundation (2023) highlighted that, the government of Zimbabwe through the
Ministry of Primary and Secondary Education is making efforts to integrate teaching with
ICT in teaching and learning. The intensive use of ICT for teaching and learning in
educational institutions was recommended by the Nziramasanga (1999) which was set
up to inquire into the Education and Training System of Zimbabwe. It is important to
note that Zimbabwe is one of the African countries that has dedicated national ICT

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policy which was adopted in 2016. LeNoir Foundation (2023) states that, the policy
makes reference to the promotion of ICT in education including pedagogical use. This
policy vision remains unfulfilled and subsequently overtaken by vision 2030 which was
aimed at transforming the country into a knowledge-based society by 2030. The thrust
of this aim was to find means through educating learners in a more advanced and
current way that will help the new blood come up with new methods of application of
ICTs in support of economic growth and development. Thus, children are supposed to
be nurtured and introduced to ICT at their tender ages so that they are enabled with
skills that promote the development of ICT infrastructure and who are end products of
qualified human resources empowered to develop and build their country.

Smith (2016) highlights that teachers in Zimbabwe face challenges in operationalizing

ICT in their everyday pedagogical practices due to several factors. On the other had
Gavison (2021) argues that head teachers were reluctant to spend in-service budgets
on technology until the confusion Is sorted out. This means that when the Ministry of
education ushers in a policy the new policy that has been enacted faces resistance not
only from teachers but also from the school heads. This hampers the Ministry of Primary
and Secondary Education’s efforts into improving the education. Teachers feel that they
can not adopted new teaching method especially when they have not been trained in
the specific teaching area. The school head on the other hand wants to first be certain
whether the policy is there to stay or its just a proposal that might be removed and done
away with any time and hence they believe they need to be certain on how it has to be
handled.

Statement of the problem

LeNoir Foundation (2023) highlighted that, the government of Zimbabwe through the
Ministry of Primary and Secondary Education made efforts to integrate ICT into teaching
and learning process. The intensive use of ICT for teaching and learning in educational
institutions were recommended by the Nziramasanga (1999) which was set to inquire

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into the Education and Training System of Zimbabwe. This means that the government
of Zimbabwe through the ministry of education was to improve the struggling economy
through empowering the new generation with appropriate education skills that can be
tapped by the integration of ICT for the school learners. The goal of the policy is to
accelerate the development and application of ICTs in support of economic growth and
development. The policy’s objectives are to promote the development of ICT
infrastructure and to provide education and training programmes for the production of
knowledge workers and qualified human resources.

Despites these expected positive expectations the policy has been noted to have
noticeable challenges. Teachers in Zimbabwe face challenges in operationalizing ICT in
their everyday pedagogical practices due to several factors which are internal and
external. The internal problems deal with teacher attitude and belief, confidence in skills
and knowledge jus to name a few. Then the external factors such as access of
computers, lack of training on staff development, support on operating the ICT tools.
Hence this study seeks to address the pitfalls that were left by previously carried out
studies and try to fill in the gaps or challenges that are currently affecting the teachers
and learners when it comes to teaching and learning using ICT.

1.3 PURPOSE OF THE STUDY

The purpose of this study is to carry out an investigation into the influence of Computer
Science Knowledge on 21st Century teaching in one of the high schools in Bulawayo
Metropolitan District.

1.4 MAIN RESEARCH QUESTION

How does teaching using ICT improve the quality of learning of the high schools in
Bulawayo Metropolitan District.

1.5SUB-RESEARCH QUESTIONS

1.5.1 What are the benefits of teaching high school learners using ICT?

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1.5.2 How does the Ministry of Primary and Secondary Education monitor and support
the integration of ICT in teaching of high school learners in Bulawayo Metropolitan?

1.5.3 What are the challenges encountered by Bulawayo Metropolitan District in

teaching learners using ICT?

1.6 OBJECTIVES OF THE STUDY

The study intends to achieve the following objectives:

1.6.1 To assess the factors that enhance the quality of education due to the integration
of ICT in teaching of learners in Bulawayo Metropolitan District.

1.6.2 To evaluate how the Ministry of Primary and Secondary Education monitor and
support the integration of ICT in teaching of learners in Bulawayo Metropolitan District.

1.6.3 To explore the challenges encountered by learners of Bulawayo Metropolitan

District.

1.7 SIGNIFICANCE OF THE STUDY

This study seeks to improve the quality of education through the influence of ICT in
teaching. The methods that the education facilitators were using are being improved
due to the introduction of ICT. ICT is thought to be the best means that is current and
that is now being practiced in the Southern Africa, Africa and global level by teachers in
education their learners. This study intends to improve the teaching of Design and
Technology by introducing ICT in how the lessons are carried. This study believes that
learners creativity skills will be boosted by the introduction of ICT in their lessons. The
introduction of ICT is also thought to help further the expectations of learner center
method through allowing the m=learners a greater amount of time being hands on by
doing practical activities on the computers or ICT tools. ICT is believed to promote
learner centered learning which is at the core of the Zimbabwe curriculum. Teachers are
to be equipped with contemporary teaching ICT tools that fit a twenty first century

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educational practitioner that will help learners excel in their studies due to exploiting the
advantages of ICT tools. The teachers will be trained and equipped with new skills that
will be crucial and essential in helping and aiding learners maximize in terms of their
showcasing of their innovativeness and creativity through the use of the integration of
ICT in their lessons. School administrators will get ideas on resources or materials, and
infrastructure to acquire in order to offer best services through assisting and monitoring
their teachers carry out successful ICT lessons.

The results of the study will provide a guide to educational planners and policy makers
operating at the different levels of the education system in their decisions making and
design thinking concerning the integration of ICT in the teaching of Design and
Technology. Furthermore, the outcomes of the study will help the country planners to
realize the need to invest in human resources especially to all the teachers who use ICT
in their lessons. In addition, the results of the research are to advocate for quality
education in Design and Technology education systems at all levels which provides
entrepreneur skills. The findings of the study will hopefully provide information that
would assist with decisions concerning the provision of ICT tools especially when it
comes to teaching Design and Technology.

The study seeks to serve bases and an inspiration to other researchers in their
academic endeavor. It will act as a foundation for future academic researches on their
quest to improve the integration of ICT in teaching.

1.8 DELIMITATION OF THE STUDY

The study will be carried in Bulawayo Metropolitan District. It will be focus on a single
high school where ICT is mainly used. Twenty participants will be used. These are 10
female teachers and 10 male teachers.

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1.9 LIMITATIONS OF THE STUDY
The researcher would be unable to study a larger population or a number of schools as
her case study and be forced to use a sample for his study. This is because of various
restrainment such as inadequate timeframe, accessibility of the participants and
financial issues. The researcher is someone who is constrained by her work and also
some of the community activities that she is engaged and committed to. The researcher
will use a single school in Bulawayo Metropolitan District. This school is where the
researcher works and will be able to be within the budget and timeframe of the research
and also carry out her study effectively.

1.10 DEFINITION OF KEY TERMS

1.10.1 ICT
it is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and
numerical information by a microelectronics-based combination of computing and
telecommunications (Karl, 2023). This means that in this study ICT has to do with the
communication of information either in word, numerical or pictorial information using
different electronic devices such as mobile phones, computers, projectors, television
and so forth.

1,10.2 Computer

Bashir (2022) A computer is a programmable Machine designed to sequentially and

automatically carry out a sequence of arithmetic or logical operations. When looking at
this study the definition of computer will be defined as an electronic device that works
under store program automatically accepting and processing input data that would be
retrievable when needed.

1.10.3 Teaching

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Jefferson (2019) Teaching is the process of attending to learner’s needs, experiences
and feelings, and intervening so that they learn particularly things, and go beyond the
given. Thus, in this study teaching refers to the impartation of the knowledge from the
education facilitator to the learner who is a recipient of the taught material with the
intention of developing his/her thinking capacity so that they became productive within
the society.

1.10.4 Education

Smith, (2015) writes that education can be described as the wise, hopeful and
respectful cultivation of learning undertaken in the belief that all should have the chance
to share in life. This means that education for the purpose of appreciating this study will
be defined as a means of acquiring knowledge from trained facilitators hence it’s the
learner moving g from the unknown to the known.

1.10.5 Design and Technology

Watson, (2019) states that, it is a school subject that explores designing and making
products that solve problems, and then evaluating how successful the results are.
Gavison, (2017) goes on to state that design technology enables learners to identify,
consider and solve problems through creative thinking, planning and design, and by
working with different media, materials and tools. For the sake of appreciating this
study, design and technology will be best defined as means by which students are
taught to be creative and innovative using technology ICT. The whole thrust behind this
is that students should be best equipped with the modern ways of learning that furthers
the skills of learners and prepares them for the world that is technological driven.

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1.11 LITERATURE REVIEW

The previous section was an introductory of the study and it laid out the background to
the study and presented the problem of the study, justifying why this study has to be
carried out on this subject matter. The core business of this section is to review
published and applicable literature about the influence of ICT in teaching and learning of
high school learners. It is meant to be the foundation of the study by looking at what
other researchers have discovered in their various studies on this related subject. It is in
this section again, that the theoretical framework guiding this study will be discussed.
The researcher will also look at experiences in different contexts where the subject is
significant. The main purpose is to provide a deeper understanding on key principles of
the impact of ICT in teaching and learning of high school learners.

1.11.0 Conceptual framework

This section will establish the groundwork of the study by looking at what other
researchers have discovered in their various studies on the related subject. This related
literature will be presented in unison with the major constructs of the study which
consists of ICT, Design and Technology.

1.11.1 The factors that enhance the quality of education due to the integration of
ICT in teaching.

According to National Education Association (NEA) (2008) teachers today report

increasing confidence using classroom technology, operating software, and searching
the internet, but given that technology is constantly changing, it is more important than
ever that teachers stay up-to-date with their technological expertise. This means that
the better researched teachers are the better the quality of education the learners will
get. Thus, use of ICT in teaching does not only help the teachers master their ICT skills
but it also indirectly benefits both the teacher and the learner. The more hands on the
teacher is on when it comes to ICT the more the learner are exposed to high quality of
learning design and technology using ICT tools

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Gerald, (2019) notes that In South Africa the integration of ICT and design technology
encourages technological awareness and fosters attitude of co-operation and social
responsibility, and develop abilities of the learners. if learners are given that autonomy
of working on their own especially in groups, this helps them develop social skills and
also through sharing ideas it takes into the innovative and creativity. Thus, through the
use of ICT in learning design and technology learners are able challenge themselves in
addressing problems or challenges that teachers present to them. This means that
when teachers present problems that they are meant to solve on their own or in groups
through discussing or researching over the internet. This in a way helps them harness
the problem-solving skills and develop research skills which are crucial and essential in
the current world that is technologically dictated.

1.11.2 Mechanisms the Ministry of Primary and Secondary Education use to

monitor and support the integration of ICT in teaching and learning.

According to Cassim, & Obono, (2017) the government may put administrators who will
be going around the schools to monitor and see whether the implementation of the new
curriculum is being put in place. This means that when the policy of integration ICT was
put in the new curriculum it became the duty of the Ministry of education to check and
see whether it was being implemented. The reason for this as noted by Chan, (2016) is
that some schools and even teachers have a tendency to refuse to adhere to the new
policies that would have been ushered in and rebel to implement them. Hence it is
necessary that follow-ups must be made so that a smooth integration is realised.

Miriam, (2018) notes that the school heads also have a task at the disposal of seeing
that the new changes that have been ushered in by the Ministry of education is realised.
This means that the school heads should make sure that the school purchases or
receives all the necessary vital learning tools of the demands of the new curriculum.
Jacobs, (2018) notes that in as much as teacher feel they are being spied on when
being monitored, this very important in that it forces or instills and attitude of performing

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the requirements of the curriculum even to those staff members who normally presents
attitude of resistance. Thus, teachers and also the overall school has to be constantly
monitored so that the realization of the Ministry of educations’ aims and goals are
realised for the benefit of the school as a whole.

1.11.3 Challenges of integrating ICT in teaching of high school learners.

In South Africa, Toprakci (2006) found that the lack of technical support was one of two
significant barriers to ICT integration in teaching design and technology in primary
schools might be considered serious. In Namibia, design and technology teachers
would agree to introduce computers into teaching, except that they believe they would
encounter problems such as technical service or hardware problems (Almohaissin,
2006). Sicilia (2020) argued that whatever kind of technical support and access
teaching staff have and whether they have twenty years of experience or are novices to
the profession, technical problems generate barriers to the smooth lessons delivery.

Smith (2016) highlights that teachers in Zimbabwe face challenges in operationalizing

ICT in their everyday pedagogical practices due to several factors. On the other had
Gavison (2021) argues that head teachers were reluctant to spend in-service budgets
on technology until the confusion Is sorted out. This means that when the Ministry of
education ushers in a policy the new policy that has been enacted faces resistance not
only from teachers but also from the school heads. This hampers the Ministry of Primary
and Secondary Education’s efforts into improving the education. Teachers feel that they
cannot adopted new teaching method especially when they have not been trained in the
specific teaching area. The school head on the other hand wants to first be certain
whether the policy is there to stay or its just a proposal that might be removed and done
away with any time and hence they believe they need to be certain on how it has to be
handled.

LeNoir Foundation (2023) indicated that, due to huge enrolment per year, the school
has not been able to adequately provide ICT equipment to schools and the ratio of the
student to the computer is extremely poor. This means that, with the new curriculum

14
that the Ministry of Education has introduced, there is not enough ICT material that has
been distributed to schools.

1.12.1. Theoretical Framework

According to Adom et al. (2018), the theoretical framework explains the path of a
research study and bases it firmly in theoretical constructs. The overall aim is to
synthesize the thoughts of gurus in your field of research as they relate to one’s own
research (Kijunva, 2018). This gives meaning to the research findings and provides a
justification for the study.

The Conceptual Framework For the purpose of this study in light of ICT integration of
teaching is the theory of Urie Bronfenbrenner’s ecological theory.

Ecological Theory

Lane (2016) notes that Bronfenbrenner (1977) suggested that the environment of the
child is a nested arrangement of structures each contained within the next. This means
that environment of a child according to Bronfenbrenner is of paramount significance in
how the child grasps and internalizes the taught material. Thus, if a child is learning in
an environment where technology is deprived and is not being encouraged.
Bronfenbrenner believes this environment to unfriendly and hostile to the child

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The diagram below Bronfenbrenner Ecological systems theory

The Microsystem

the Microsystems is the level of sphere around the child. It comprises of the immediate
fundamentals that are at the disposal of the child. These include family, neighbors,
school, teachers and all these members play a significant role when it comes to the
child appreciating ICT and if this immediate contact of environment is not divorced from
technology. This will negatively affect the child in terms of him/her growing to appreciate
technology. The learner needs to be an environment that is positively active and
receptive when it comes to technology this will aid the child when it comes to the child

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learning using ICT equipment or material. Lane (2016) technological background is the
pillar and backbone of an individual accepting and welcoming technological
embracement in any stage of his life.

The Mesosystem

Bronfenbrenner (1977) asserts that the mesosystem describes the various fundamental
facets of an individual brought together with the intention of fostering development. For
instance, a parent can buy a child a gadget such as a laptop to use at home and assist
the child on how to function it and also at the school the teachers are helping the learner
appreciate the computer as a learning tool. This is a good example of different aspects
or facets of the environment coming together at the aid of developing the cognitive of
the child in his learning using ICT. If the environment is encouraging and embracing
challenges of learning in ICT environment might not be a reality but a drum that has
been downtrodden.

The exosystem

Bronfenbrenner believes this be a central system in the life of an individual either the
teacher of the learner. They are forces that indirectly have an influence in the life of a
person and yet having a direct negative result in the life of the individual in question.
Sandrock (2008) the exo system includes other people and places that are not direct in
contact with the child but can impact negatively on the child's education. This can be
maybe a parent cannot be able to buy a child a laptop or even a cell phone depending
on the type of learning the child will be exposed to her school this can negatively impact
the child directly. He/she might fail to attend lessons on line or fail to effectively
appreciate ICT gadgets as school due to none exposure. Hence the external factors
that have no direct contact with the learning setup of the child like the father or mother
not getting an adequate salary can affect the quality of the learning of their child.

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The macrosystem

This last sphere consists of the cultural values exposed to teacher or the child. Some
teachers or child who grow up in a reserved environment particularly when it comes to
appreciating ICT, might to serious challenges when it comes to learning or teaching
ICT. The cultural values might include the economic status, poverty, religion or even
wealth. Bronfenbrenner (1977) culture plays a pivotal role in one accepting and
embracing culture. This means that if parents or the teacher is someone who does not
appreciate ICT and unwilling or lacks the financial muscle to acquire learning material
for the child when it comes go children this negative reflection on the child. Thus, a child
should be supported and raised in the manner that he or she is able to accommodate
ICT in his life regardless of the parental view about technology. This is because the
competence-based approach in Zimbabwe introduced in 2017 applauds and demands
that ICT be an integral part of learning tools.

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1.13 RESEARCH METHODOLOGY

1.13.1 Research Paradigm

A research paradigm is defined by Avdhesh (2014) as a way of explicating social

phenomena in order to gain understanding of it. Simply put, it is a way that guides a
researcher in gathering and analysing of data. According to Saunders (2009), research
paradigms are used to gain new insights into problems and real-life issues. In research
the major research paradigms are positivism, post positivism, interpretivism and critical
theory (Kaboub, 2008).

This study will employ the interpretivism paradigm. Fryer (2013) postulates that an
interpretive paradigm focuses on investigating the complexity, authenticity,
contextualization, shared subjectivity of the researcher and the researched and
minimization of illusion. This approach will assist the researcher to develop rich,
comprehensive data that is of critical significance in the field of study. The researcher
will employ the interpretivism paradigm because it allows participants to fully express
themselves through giving their subjective view in regards to the integration of ICT in
teaching design and Technology rather than simplify their responses by being objective
and lacking authenticity.

1.13.2 Research Approach

Chetty (2016) defines a research approach as a plan for research that spans the steps
from broad assumptions to detailed methods of data collection, analysis and
interpretation. There are basically 2 research approaches, namely the qualitative and
quantitative. According to Labaree (2013), the qualitative approach is based on the
principle of empiricism. It follows an open and flexible approach to enquiry, whilst the
quantitative approach is rooted in the belief in rationalism. It follows a fixed set of views
to explore aims, to quantify the extent of difference in phenomena. Also, the qualitative
research approach explores attitudes, behaviour and experiences through methods

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such as interviews and focus group discussions (Dawson, 2007). In contrast, the
quantitative approach stems out of a strong academic tradition that places considerable
trust in digits that represent concepts or opinions (Amaratunga et al., 2002).

The study will employ a qualitative approach. (2009) asserts that the qualitative
research is a systematic interactive and subjective approach used to describe life
experiences and give them meaning. A qualitative approach meets the needs of this
study because the goal is to examine the relationship between ICT and education.
Considering that this study will use a smaller sample in this research, the qualitative
approach is the ideal approach. The researcher also employed this approach for its
bases of allowing the participants to fully express themselves on how they truly feel
about the integration of ICT in teaching. According to Cresswell (2013), findings from a
quantitative approach can be generalized. It is simply a different kind of generalizability
compared with that of quantitative research (Polit & Beck, 2010).

1.13.3 Research Design

A research design is a plan of how the researcher seeks to obtain answers for the
research questions. The researcher made use of a case study which is an effective
method of achieving an in-depth analysis of the study. Hence the study made it a point
to use it with the qualitative approach. The researcher felt it extremely important to use
it in conjunction with the case study since the case study offers phenomenal
appreciation of the study based on real life contextual evidence and analysis. It is
crucial to note that the researcher is carrying a study institution that are within his
vicinity hence, an in-depth appreciation of the institutions are to be expected. His
familiarity with the institutions was be exploited to his advantage in achieving thorough
analysis that exposed a highly rich source of data divorced from irregularities. This is a
major pro of using a case study, the researcher is afforded an opportunity of
appreciating the organisation understudy and draw direct findings from having access to
the facilities of the institution under study. This eliminates biasness towards the study

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especially if the researcher is someone who stays in the vicinity of the institution
understudy.

1.13.1 Population

Banerjee and Chaudhury (2010) define population as the totality of individuals from
which inferences are to be made in a sampling study. Walter, cited in Avdhesh (2014),
builds on this definition and says that a population is a set of people with specialised set
of characteristics. Cresswell and Clark (2011) refer to a target population as a group of
individuals with specific attributes which are of interest and relevance in a study.
According to Asiamah et al. (2017), the target population is more specific, compared to
a population which has no attributes and this may controvert the research assumptions
and the context. The population of this study will include a number of selected teachers
from a single school in Bulawayo Metropolitan.

1.13.2 Sample and Sampling Technique

Hennink (2011) defines a sampling approach as a criterion used to select target

population. The sampling approach is very crucial since it determines the parameters of
the demarcation of the study that are crucial for the conclusive analysis of the study. A
sample is a subset of the population and hence reflect the population of the study. They
are the probability sampling technique and the non-probability sampling technique.

For the purpose of this study, the researcher will employ the convenience sampling
technique. This is a non-probability sampling method in which participants are chosen
because of their convenience, which could be proximity or accessibility to the
researcher (Bhala, 2017). The researcher chose this sampling approach because,
according to Saunders et al. (2012), this sampling method is simple, efficient, and
makes it easy to collect data in a short space of time from a large sample. The

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researcher chose this sampling technique because it is much cheaper than the
alternative sampling techniques. The other advantage of choosing this technique is that,
it simplifies the research through collecting data within the short spun of time.
Considering the short amount of time at the disposal of the researcher this method was
the best method the researcher could have easily opted for.

1.14 COLLECTION INSTRUMENTS AND PROCEDURES

INTERVIEWS

Smith (2008) postulates that an interview is an oral or verbally face to face and over the
phone. This means that an interview is a conversation between two people or more. In
an interview the researcher will have to organize a meeting with the teachers and setup
the date for the interview. Hence this study will employ interviews due to the nature of
interviews acquiring firsthand information. This means that interviews are effective in
obtaining primary information. The researcher has to personally ask the questions and
write down the responded obtained. The researcher sought to employ face to face
interviews as these are effective in a qualitative study to capture verbal cues
communicated by the respondents. They are four different types of interviews and these
include are informal conversation interview, interview guide approach, standardized
open ended interview and closed fixed response interview. Rich man and Monette
(2011) states that interview usually yield richest data and new insights. However
regardless of their positive attribute interviews have also their cons. Interviews can be
expensive and time consuming especially when the interviewee stays far from the
interviewer. Tuckman and Manette (2011) states interviews may have an exorbitant
financial cost if the researcher is going to go and interview participants far from each
other. Interview lack the aspect of anonymity in the sense that the interviewer
appreciates all the responses obtained from respondents.

OBSERVATION

Murphy (1994) defines observation as a way of gathering data by watching events,

behavior or noting down key activities. Best and Khan (1993, p.22) define observation
as “an act of quality watching someone doing certain things.” According to Tuckman

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(1988, p.66) says “observation refers to what can be seen.” Put differently to observe is
to acquire data through seeing what is being done and capturing all the details through
the sense of sight. The researcher employed this technique basing on the following
merits and demerits. Firstly, he looked at merits and noted that the observation
appreciates of first-hand knowledge due to the researcher being physical present and
seeing what is going on. The researcher will able to experience first-hand problems or
challenges which might not be identified by the respondents. The researcher can
effectively criticise the use of teaching using ICT since she would be there when the
lessons are conducted. It is a quick means of processing of data. It allows direct contact
with sample or participants understudy. It compliments other data collecting methods.
The researcher always makes use of demerits such as, the researcher does not have
the ability to intervene or control the mishap. The researcher wanted to avoid having
compromised outcome different when being compared to the one the respondents
would have given for example teacher saying learners were active and using ICT for
Design and Technology learning in the class when they were not. Hence the reason
why the researcher thought it wise make use of observation because she would have
first-hand experience of what transpired in class and whether it reconciles with the
views that were reflected by the teachers who were under observation. This is important
in that the researcher will be able to highly achieve a conclusive and accurate analysis
since the information acquired reflected his presence in the environment of the study.

1.15 DATA RELIABILITY AND VALIDITY ISSUES

Reliability

Best and Kahn (2006) defined reliability as the extent to which the same findings will be
obtained if the researcher was repeated at another time by another researcher.
According to Lahey (2009) reliability refers to the consistence of scores obtained that is
how consistent they are for individual from one administration instruments to another
and from one set of items to another. Thus, reliability measures the degree of data
collection which is crucial in producing a conclusive analysis.

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Validity

According to Migrants (2004) validity establishes the relationship between the data and
the variable or construct of interest. This means that validity measures the accuracy of
the study be it in data collection or any part of an investigation.

1.16 DATA ANALYSIS

The researcher will use a thematic analysis for the study. Braun and Clarke (2006)
states that thematic data analysis is a qualitative method for identifying, analyzing and
reporting patterns within data. Hence themes will be used in explaining the challenges
that teachers go through when conducting online lessons through presenting the
gathered data into meaningful themes. According to Braun and Clarke (2006) a theme
captures important ideas about the data in relation to the research questions and
represents some level of meaning within a data. However, there are a number of
options available for presenting data. Data will also be presented using simple graphs
and tables that will make the data presentation easy to understand and appreciate. The
study will use themes as a means of analyzing data in a qualitative means since this
study will employ a qualitative approach.

1.16 ETHICAL CONSIDERATION

1.16.1 Confidentiality

Confidentiality means the researcher knows but will not tell (Kajournboon, 2005). In this
qualitative research addressing confidentiality issues is very important due to the thick
description of the phenomenon (Peter, 2015). The researcher to verbally assure the
participants that the data collected would be kept confidential (Mack et.al, 2011). Only
the supervisor and his team apart from the researcher, would have access to the data
collected. The researcher to keep audio, video and any other recordings used to collect
data confidential. Information gathered not to be disclosed to anyone, intentionally or
unintentionally.

1.16.2 Privacy

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It is important for researchers to observe the right of participants to privacy. This can be
done through respecting the autonomy and general welfare of respondents as well as
the right to self-determination (Wiles, Crow, Heath & Charles, 2008). The researcher to
assure the participants that their identities Page 38 of 43 would not be disclosed under
any circumstances. No names to be mentioned during interviews and focus groups
discussions to maintain privacy. The interviews and focus group discussions not to be
done in public but in a vacant classroom with only the participants present.

1.16.3 Anonymity

Anonymity refers to the extent which the origin of information is hidden or unspelt; thus,
the more mysterious the source is, the harder it is to pick it out from possible given
options, the more anonymity exists (Wiles, Crow, Heath & Charles, 2008). No personal
information of participants to be collected in the research, to maintain anonymity. The
interviews to be conducted indoors with only participants present to help maintain
anonymity. The researcher to use pseudonyms in analysing data collected from
participants.

1.16.4 Informed consent

Informed consent is a way of guaranteeing that participants comprehend what it means

to be part of a research study in order for them to informed decision about taking part
(Mack et.al, 2011). This helps facilitate and maintain respects for persons during the
research. Only those willing to engage in the study are to participate. The researcher
will approach teachers with a consent form that spells out the process and intentions of
the research. Those who agree after reading the form are to sign it without any
coercion. Informed consent ensures that those who participate do so out of their own
free will.

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