The pedagogical use of ICT in grade eight natural science classes in South African schools

Abstract

Traditionally schools in the South African education system follow a paper-based approach. lCT use as teaching and leaming tool expanded in developing countries during the last decade, especially with regard to pedagogical practices in educational environments. The aim of this study was to investigate the lCT pedagogical practices of science teachers in grade 8 classes through a SD analysis se of the Second Information and Technology in Education Studies (SITES) 2006 data. South African science teachers formed the basis of the dataset for this study. Questionnaires were submitted to grade 8 science teachers of approximately 504 South African schools. During October 2006 the data was collected through a stratified and randomly selection method. In this SDA the pedagogical use of lCTs in grade 8 science education was explored by means of percentages and frequencies. Spearman's effect sizes were used to identify meaningful correlations between variables in an attempt to determine the contribution of lCT towards science education. The study found that the pedagogical uses of lCT in grade 8 natural science can contribution towards science education although the pedagogical uses of leT are way below the expected standard. Results indicate that there are strong practically significant correlations between leT skills and specific abilities and skills (i.e. learning motivation, learn at own pace, communication skills, info handling skills, collaborative skills and self-esteem) that narrow the achievement gap experienced in science education in South Africa. Promotion of these abilities and skills with the support of lCT skills indirectly narrow the achievement gap that may be associated poor grade 12 science learners. Finally a framework is proposed which apply lCT skills to address the abilities and skills (i.e. learning motivation, learn at own pace, communication skills, info handling skills, collaborative skills and self-esteem) that can narrow the achievement gap, experienced in grade 8 natural science. Although this study focused on grade 8 natural science, lCT skills can possibly be used to narrow the achievement gap for all school science curricula in South African schools.