Abstract
The COVID-19 pandemic brought forth significant disruption to global schooling systems, leading to the rapid adoption of remote learning, and highlighting the crucial role of Information and Communication Technology (ICT) tools in sustaining education during school closures. This shift accelerated the incorporation of digital platforms and ICT in teaching and learning, despite challenges such as unequal access and digital literacy gaps. Given these developments, it is imperative to determine the sustained use of ICT tools to enhance the teaching and learning of Life Sciences, ensuring that these technologies continue to support educational outcomes beyond the immediate context of the pandemic. It is against this backdrop that the present study sought to determine teachers’ and learners’ perceptions of, and practices with, using ICT tools in Life Sciences teaching and learning before, during and after school lockdowns. It aims to address the following objectives:
1. To explore teachers’ and learners’ perceptions about their use of ICT tools before, during and after lockdown at schools.
2. To explore teachers’ practices and learners use of ICT tools before, during and after lockdown at schools.
3. To investigate and compare the utilization of ICT tools by teachers in Life Sciences lessons before, during, and after the school lockdown period.
4. To explore life sciences teachers’ perceptions of their role in encouraging ICT tools because of lockdown.
The study framed by two theoretical frameworks, namely, Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM). Employing a mixed explanatory sequential research design underpinned by the pragmatic paradigm, the study involved 80 Life Sciences teachers and 394 learners in grades 10-12 from Johannesburg and Pretoria, Gauteng Province of South Africa. Quantitative data were collected through tailored questionnaires for teachers and learners, alongside document analysis using a checklist. Qualitative data were collected through semi-structured focus group interviews with selected participant teachers and learners. Quantitative data was analysed using IBM; SPSS software using two main analysis methods: descriptive statistics
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and correlation analysis. Qualitative data was analysed using ATLAS.ti software, which facilitates the coding and thematic analysis of textual and multimedia data to formulate themes. The study’s findings reveal a positive shift in perceptions towards ICT integration among both teachers and learners, with increased ICT usage noted throughout the pre-, during-, and post-lockdown phases. Teachers increasingly viewed themselves as facilitators of digital literacy, underscoring the capacity of ICT to transform learning approaches. Teachers' incorporation of ICT in their teaching methods evolved from a heavy reliance on online platforms, video conferencing, and digital resources. Similarly, learners adapted to virtual learning environments. After the lockdown, the use of ICT tools persisted, with an integration of interactive tools and devices. Based on these findings, the study recommends the incorporation of ICT into education policies and ongoing professional development to promote ongoing digital transformation in teaching and learning. There is a necessity to confront the digital divide in South African schools, it is crucial to equip all school with essential ICT equipment and infrastructure. Ensuring equitable access to technology will foster inclusive learning environments, enhance educational outcomes, and prepare learners for a digital future and bridge gaps in education and promoting social equity across the country.
Key words: 21st century skills; COVID-19; Digital divide; Information and communication technology; Life sciences; lockdown.