ACTIVITY ANALYSIS OF FACTORS INFLUENCING SECONDARY SCHOOL TEACHERS' ADOPTION AND INTEGRATION OF ICTs INTO TEACHING

摘要

This paper examines factors that influence secondary school teachers to adopt and integrate information and communication technologies (ICTs) into classroom practices. There have been evident investments on ICT infrastructure and equipment by Botswana government and those around the world, as a way of improving education. Despite these efforts, prior studies revealed that ICT adoption and integration by secondary school teachers is still lagging behind. This paper discusses factors that influences teachers' use of ICTs in teaching and learning processes under three categories namely; personal, institutional and technological factors. This paper uses Activity Theory as a lens to analyse the activities that involve the use of computers in teaching and learning processes at a typical Botswana secondary school. With Activity theory, learning is seen as mediated action in which individuals or subjects construct meaning while they interact with artefacts and social others in their environment. This paper draws on an analysis of semi-structured interviews and observations, using Gaborone Secondary School as a case study.