Investigating the Challenges Faced by Teachers in the Implementation of Digital Technology in Secondary Schools in Rundu Circuit, Kavango East Region Namibia

Abstract

This study investigated the challenges faced by teachers in the implementation of digital technology in Secondary Schools in Rundu circuit, Kavango east region Namibia. The study adopted a qualitative research approach. The population of this study was comprised of of all secondary school teachers and principals in Rundu circuit, Kavango east region Namibia. The sample of this study consisted of three principals and seven teachers who were chosen purposively from the 3 secondary schools in the Rundu Circuit in Kavango East region. The qualitative data was collected by means of a semi structured open ended questionnaires. Data collected from the interviews were then transcribed, presented and then analysed using thematic analysis.

The findings of this study indicated that lack of pedagogical training was one of the impeding factors to the implementation of the digital technology policy in the teaching and learning process. The findings of the study also indicated that a greater number of teachers had little or no access to the digital technology resources in their institutions. It was established during this study that burglary was on the increase in Kavango East region and computers and air conditioners were the main targets, most of the schools had their laboratories broken into and their computers and other supporting gadgets stolen, making the whole implementation of the digital technology policy fall on its face. The findings of the study further found that schools in Kavango East Region do not have electricity and that some schools had a lot of broken down computers which accumulated over time due to lack of the proper technical skills on the part of the teachers to have them repaired or fixed for use by both teachers and students.

It can be concluded from the findings of this study that, lack of pedagogical training was one of the impeding factors to the implementation of the digital technology policy in the teaching and learning process at some Secondary Schools in Rundu circuit, Kavango east region Namibia. It can also be concluded that the absence of digital technology resources was another stinging obstacle to the implementation of the digital technology policy in the classrooms by teachers. The study concludes that burglary was on the increase in Kavango East region.

The study suggested that the Ministry of Education has to fully intensify its involvement in the digital technology policy implementation process through the provision of human and material support, supervision and constant reviews or evaluations. Teachers need to be constantly in-serviced on digital technology skills in schools so that they are fully equipped and aware of the digital technology tools’ usage for the benefit of the Namibian child.