Chamba, L. T., Chinakidzwa, M. (2023). Resources and capability needs for learning and assessment in dynamic technological environments: Evidence from schools in Harare. Journal of Advanced Education and Sciences, 3(3), 05-15. https://www.dzarc.com/education/issue/view/36
Abstract:
“The thrust of 21st Century teaching and assessment is to equip learners for the 4th Industrial Revolution (4IR). Most education systems (including Zimbabwe) have moved to a competence-based curriculum. The covid-19 pandemic has also disrupted teaching and learning. However an interrogation of the resource and capability needs for teaching and assessment in the highly dynamic unpredictable environment remains missing.
Therefore the study sought to determine the resources and capability needs for teaching and assessment in a dynamic and technological environment. This was important because learner context differs, thereby limiting the applicability of existing knowledge. In addition, existing knowledge remain inconclusive on the influence of various capabilities on teaching and assessment. It was therefore crucial to provide empirical evidence from the Zimbabwean context.
The study adopted a cross-sectional approach to data collection. The population comprised teachers from selected schools in Harare. Due to the Covid-19 restrictions, the sample was conveniently chosen from teachers that were attending national examination duties. Data was collected using a structured questionnaire. A structural equation model was conducted using WarpPLS 7.0.
The results show that technological capability (TechCap), technological experience (TechExp), and technological access (TechAcc) significantly influence teaching and assessment (b = 0.41, p<0.01; b = 0.31, p<0.05 and b = 0.27, p<0.01) respectively. However, technological will (TechWill) was found not to significantly influence teaching and assessment (b = -0.05, p>0.05).
The study recommended enhancement of teachers’ technological capability, experience and access. Further, policy recommendations were made for pre-service, and in-service training, capacity and infrastructure development programmes, and design of technology-integrated teaching and learning framework.”