An exploration of the integration of ICT in Life Sciences lessons: A case of teachers in Merafong City

dc.contributor.authorFenni, Sajini
dc.contributor.supervisorKazeni, M.
dc.date.accessioned2025-06-02T12:03:47Z
dc.date.issued2024
dc.descriptionA research report submitted in fulfillment of the requirements for the Master of Education, In the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2024
dc.description.abstractThe advancement of technology in the 21st Century has transformed educational delivery in various ways, including the use of Information, Communication and Technology (ICT), to enhance the teaching and learning process. In line with this trend, the South African Gauteng Department of Education supplied schools with ICT devices for use in the teaching and learning process, with the aim of improving learner performance in subjects such as Life Sciences. To achieve this aim, teachers are required to integrate educational ICT into their lessons. Despite the provision of ICT devices, the performance of Life Sciences learners has remained poor in Merafong City high schools. The reasons for the continued poor performance of learners, despite the availability of ICT devices has been a matter of speculation. Therefore, this study explored the integration of ICT in Life Sciences lessons, in Merafong City high schools. The study employed a qualitative case study design, and six Life Sciences teachers from both township and city government high schools in Merafong City participated in the study. Data were collected using semi- structured interviews and lesson observations, and were analyzed using a thematic data analysis method. The study findings revealed that the participating teachers have positive perceptions about the integration of ICT into their lessons, and they acknowledged the positive contribution of ICT use in the teaching and learning of Life Sciences. The findings also indicated that not all the participating teachers were competent in the use of educational ICT. In addition, a number of challenges faced by Life Sciences teachers during the integration of ICT in their lessons were highlighted. The implications of the findings are discussed, and recommendations on how to improve the integration of ICT in Life Sciences lessons to mitigate the challenges faced are provided.
dc.description.sponsorshipWhitmore Richards Bursary
dc.description.submitterMM2025
dc.facultyFaculty of Humanities
dc.identifier.citationFenni, Sajini. (2024). An exploration of the integration of ICT in Life Sciences lessons: A case of teachers in Merafong City [Masters dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace.
dc.identifier.urihttps://hdl.handle.net/10539/45041
dc.language.isoen
dc.publisherUniversity of the Witwatersrand, Johannesburg
dc.rights© 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.
dc.rights.holderUniversity of the Witwatersrand, Johannesburg
dc.schoolWits School of Education
dc.subjectUCTD
dc.subjectLife Sciences
dc.subjectICT
dc.subjectintegration
dc.subjectchallenges
dc.subjectperceptions
dc.subjectcompetence
dc.subject.primarysdgSDG-4: Quality education
dc.subject.secondarysdgSDG-9: Industry, innovation and infrastructure
dc.titleAn exploration of the integration of ICT in Life Sciences lessons: A case of teachers in Merafong City
dc.typeDissertation

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