Overcoming obstacles when integrating ICT in STEM teaching for disadvantaged children
Examensarbete för masterexamen
Learning and leadership (MPLOL), MSc
In many places in the world, poverty is still widespread, and access to technol- ogy is low. One part of poverty reduction could be to increase ICT literacy in disadvantaged communities. This study aims to identify obstacles to integrating ICT in the form of computers in STEM teaching with children from disadvantaged communities, and to examine the effects an experience with a computer-integrated lesson can have on teachers’ behavioural intention. This was done by conducting semi-structured interviews with teachers at a school in South Africa, and by con- ducting computer-integrated lessons which the teachers observed. The findings were used together with a framework called the Unified Theory of Acceptance and Use of Technology to explain behaviour, and thereby identify obstacles. The results showed that resources and knowledge were the major obstacles to computer integration. The effects of an experience with a computer-integrated lesson were that performance expectancy increased, effort expectancy decreased, and that the teachers reported an increase in intention to incorporate computers more in their teaching. The study concludes that facilitating conditions such as resources and knowledge is an obstacle, and that an experience can have a significant positive effect on teachers’ intentions. An effective method for increasing computer usage in STEM teaching could there- fore be short continuing education for the teachers, as well as providing schools with the necessary resources.
ICT, STEM, Education, SES, Disadvantaged communities, UTAUT, Computer literacy, South Africa