A study of the junior secondary teachers and learners' perception and challenges that contribute to the implementation of computer practice into schools in the Khomas, Omaheke and Ondjozondjupa education regions

Abstract

Abstract provided by author

The application of computers has become an integral part of the present-day society, including Namibia, to the extent that the skill to use a computer is a major requirement for many vocations and it contributes to efficiency in many others. The introduction of computers in education is a large-scale complex innovation in which many obstacles need to be overcome before successful implementation can take place (Plomp & Pelgrum, 1993). The MBESC(1999: 2) introduced the Computer Practice subject at Junior secondary school level in 1999. Some of the major reasons for introducing it included; to develop in students an appreciation of the range and power of computer applications, to foster an interest in, enjoyment of, and confidence about computing, to foster a desire to use computers within other interests etc.However, literature regarding the implementation of the subject indicated that there exists a number of challenges such as lack of adequate physical facilities, for example;computers to support teaching and learning in the schools (O' Donnel, 1996)

The main aim of the study was to find out the perceptions of teachers and learners with regards to the implementation of Computer Practice in schools. Firstly, the study focused on a number of issues to be investigated, inter alia, the teachers' views on computer use and their computer skills; their perceptions with respect to the implementation of Computer Practice as a subject; the challenges they faced in improving the quality of teaching.Secondly, it also addressed a number of issues to be investigated such as the learners' views on computer use, skills and competencies; their perceptions with regards to the implementation of Computer Practice as a subject; the challenges they faced in improving learning. In addition, both the teachers and learners were also asked to suggest steps that could be used to improve the curriculum of the subject in schools of the Khomas, Omaheke and Otjozondjupa Education Regions.