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Cited by 7Digital literacy in educationEducation and Technology IntegrationMathematics Education and Teaching Techniques

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Exploring Classroom Use of ICT Among Pre-service Science Teachers in Selected SADC Countries

Jita, Thuthukile, Sintema, Edgar J.·2022·African Journal of Research in Mathematics, Science and Technology Education
DOI 10.1080/18117295.2022.2139105
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Abstract

Information and communication technology (ICT) competences are among the most important requirements to effectively teach mathematics and science in today’s classrooms. Teacher educators in the Southern African Development Community (SADC) region have prioritised ICT competences for pre-service teachers (PSTs) to effectively select suitable instructional techniques for teaching mathematics and science subject matter. The purpose of this study was to compare PSTs’ knowledge of integrating ICT resources into mathematics and science instruction during their teaching practice based on the country of their training, and to determine a linear combination of subfactors that best explains their ICT knowledge. Data were collected from 524 final year PSTs in three SADC countries: Lesotho, South Africa and Zimbabwe. A one-way analysis of variance (ANOVA) was used to compare the effect of country on PSTs’ ICT competence levels. In addition, a stepwise linear multiple regression analysis was conducted to determine a linear combination of subfactors that significantly influenced their ability to integrate ICTs into their instruction. The results of the study revealed a significant difference in PSTs’ ICT competences by country. A post hoc test was conducted to determine which groups differed significantly. The results have highlighted the importance of PSTs’ access to ICT resources during teaching practice in the three countries. Furthermore, the results have contributed to knowledge about teacher education in the three countries.

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Metadata

Authors
Jita, T., & Sintema, E. J.
Affiliations
University of the Free State (ZA)
Corresponding author
Jita, Thuthukile
ORCID
Venue
African Journal of Research in Mathematics, Science and Technology Education
Publisher
Informa UK Limited
Published
2022-09-02
Volume
26
Issue
3
Pages
218-236
ISSN
  • 1028-8457 (ISSN-L)
  • 1811-7295
  • 2469-7656
DOI
10.1080/18117295.2022.2139105
OpenAlex
W4309791457
Cited by
7
References
1
Citations by year
2025: 2 · 2024: 2 · 2023: 3
FWCI
1.73
Type
journal article
Language
en
Open access
closed
Locations
African Journal of Research in Mathematics Science and Technology Education (publishedVersion)
Topics
  • Social Sciences › Education › Digital literacy in education
  • Social Sciences › Education › Education and Technology Integration
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
ICT competence, pre-service science teachers, pre-service mathematics teachers, teaching practice, teacher professional development, Southern African Development Community, Lesotho, South Africa, Zimbabwe, cross-national comparison

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