The Integration Of Ict In Geography In Selected Kadoma High Schools, Zimbabwe

Abstract

Recent improvements and developments in the arena of Information and Communication Technology (ICT) has brought about a complete overhaul in the discipline of geography education and other disciplines in education. Literature from many scholars support the fact that the integration of technology in instruction can improve student performance (Molenda & Pershing, 2008). A related study by International Society for Technology Education (ISTE) revealed that 'integration of technology into instruction has a positive outcome on student achievement' (ISTE, 2008, p. 3) Less than a decade in Zimbabwe, the most momentous mechanisms of teaching were, chalkboard, teacher, textbooks, and chalks itself within the classroom. Nevertheless, ICT in education gained the momentum in the classroom, tools like computer, internet, projectors, whiteboards, and printers has now been integrated in the classroom for the benefit of both teachers and learners' understanding by foraging knowledge from different sources. Varied instructional media, teaching methodologies and different teaching procedures improved knowledge of learners, and raised standards within the education sector. In support, National Standards in Science, Geography, and Technology demand inquiry-based instructional models in k-12 education, especially with the "emergence of Geographical Information Science (GIS) as an instructional technology for supporting contextually rich student learning" (Baker, 2005, p. 44). Technology has changed the teacher's role in transferring of knowledge to learners only, knowledge is now being inquired from various sources through e-learning facilitated by computers, nowadays a teacher is a facilitator in the classroom rather than a lecturer. Paraskeva, Bouta, and Papagianni (2008) argue that technology changed the face of the teacher's role in education from traditional knowledge transfer or to a facilitator. Packages from ICT allow teaching to be easier by enabling learners to critically think, inquire, and solve problems that arise in the classroom by accessing, gathering, presenting, and analysing information within By

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