Technologies and Utilization in Schools: Its Implications to Learning

E.N. Ogwu and F.J. Ogwu (Botswana)


Technologies and Utilization, Educational System, Instructional Technology, Stakeholders & Purposive Random Sampling


Technology has existed since the first human began to seek control over the environment. In order to achieve quality and success in the educational system, the foundational level of any institution must be the top most priority. Technologies are assumed to be in place right from the primary school level but if not properly utilized, enhancement of learning is thwarted. This study is significant because it will bring awareness to the government, curriculum planners and other stakeholders in areas found dysfunctional. To determine the extent of instructional technology utilization and barriers to learning practical oriented subjects, an analytical survey study involving 260 teachers from 24 government primary schools in South Central Botswana was carried out using purposive random sampling and questionnaire. Results indicated that majority (77%) of the teachers never used instructional technologies (IT) for teaching practical subjects. Barriers to these were attributed to poor teacher preparation, deficiencies in equipment and inadequate funding, poor technical support, lack of specialist teachers, large class size, poor interpretation of the curriculum, and overloaded curriculum. These results were discussed and some recommendations made in areas of human and material resources which are directed to the government and curriculum planners.

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