Abstract
Our society has transitioned from traditional to digital due to dramatic advances in Information Communication and Technologies (ICT). The proper use of ICT in education can also facilitate a paradigm shift from traditional to innovative pedagogies, from a conventional classroom to a 21st-century learning environment. Technology can enhance the quality of education by improving access to information by both learners and teachers to help develop digital skills and 21st-century skills such as creativity, collaboration, critical thinking, and creativity, to mention a few.
Research indicates that ICTs have not been fully utilised as expected. Teachers’ pedagogical beliefs are identified as potential barriers to ICT integration. Previous studies also recommend that research investigate teacher pedagogical beliefs and ICT practice in their specific pedagogical content areas. In response, the following studies were conducted: pedagogical beliefs and ICT integration in teaching English as a Foreign Language, investigating Kindergarten teachers' pedagogical beliefs, teacher educators, preservice teachers, to mention a few. In South Africa, research is silent as far as investigating Life Sciences teachers' pedagogical beliefs translating into ICT integration in practice. Hence, this study intends to close the gap and add to the body of knowledge.
This study used an explanatory mixed-method design to investigate how Life Sciences teachers' pedagogical beliefs translate into ICT integration in practice. A case study approach was used to get a detailed account of how pedagogical beliefs influence teaching practice. Data collection was from three sources: Teacher Pedagogical Belief Survey (TPBS), lesson observations, and interviews. Descriptive statistics were obtained from the analysis of data from TPBS. Lesson observations were analysed using the Teaching Dimension Observation Protocol (TDOP) together with the Differentiated Overt Learning Activities (DOLA) Framework to establish teachers’ pedagogical beliefs in practice and integration of ICT in teaching and learning. Interviews were analysed using the Saldana coding method to allow teachers to elaborate on their approach.
Data analysis from TPBS suggested that the three teachers who took part in the study held both traditional and pedagogical beliefs at varying degrees. The data analysis from lesson observations also indicated that all three teachers practiced more traditional strategies, hence
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integrating technology in ways that favoured teacher-centeredness. The interviews confirmed the findings above, and teachers also indicated that they needed development on how to integrate ICTs in their teaching. Recommendation future research is a longitudinal study with a larger sample. Investigating how Life Sciences teachers’ pedagogical beliefs influence ICT integration in teaching.
Key words: Technology, ICT Integration, Pedagogical beliefs, Life Science.