Dudu, W. T., & Mashoko, D. (2024). Implementation of ICT integration in STEM curriculum: A case of secondary schools and higher education institutions (HEIs) in Zimbabwe. In U. Ramnarain & M. Ndlovu (Eds.), Information and communications technology in STEM education: An African perspective. Advance online publication. Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003279310-4/implementation-ict-integration-stem-curriculum-washington-takawira-dudu-dominic-mashoko

Abstract:

“There is a need to implement ICT integration in STEM education which appears to be missing. ICT integration in education helps learners to acquire knowledge and reduces the amount of teacher-directed instruction, as well as increasing the opportunities for teachers to help with the specific needs of students, particularly in STEM education. The purpose of this chapter is to examine the implementation of ICT integration with STEM curriculum in selected secondary schools and HEIs in Zimbabwe. TPACK is the framework that underpinned this study. The research design chosen for this study is an interpretive and exploratory case study that is analysed through qualitative methods. Data was collected using four policy documents analyses and focus-group semi-structured interviews. Saldaña’s (2013) code-to-theory model was used as an analytical tool. This study’s findings showed that secondary school teachers and lecturers in higher education institutions (HEIs) in Zimbabwe are making considerable efforts with implementing ICT integration in STEM curriculum. The chapter concludes that despite the noble intentions of ICT-STEM implementation, poor conceptualization of the innovation has resulted in its misinterpretation and flawed implementation in secondary schools and HEIs. We recommend that teachers and lecturers be sensitized on the ICT-STEM policy and how it can be implemented in secondary schools and HEIs.”