Abstract
ICT integration into secondary school teachings in developing countries faces challenges. Swaziland, a small country in Southern Africa is no exception. The challenges include: teacher attitude and skill, administrative support and limited resources. This study explored determinants of ICT integration in teaching of secondary school agriculture in Swaziland, a developing country in Southern Africa. The study adopted a descriptive survey research design. Population of study was a census of secondary agriculture teachers and employed a survey questionnaire. Data analysis employed descriptive statistics, correlations and regression. Findings established that teachers have a positive attitude and engage in ICT integration despite the challenges. Factors influencing ICT integration: (1) Digital proficiency in using ICT tools, (2) Social influence, (3) Sharing digital content with learners, (4) Possession of personal computer, and (5) Internet connectivity. It was recommended that continued professional development be strengthened. Internet connectivity deserves special attention and upliftment for uptake of ICT integration.
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Mndzebele, N.M., Dludlu, M.N., Mndebele, C.B.S. (2018). Determinants of ICT Integration in Teaching Secondary School Agriculture: Experience of Southern Africa (Swaziland). In: Rocha, Á., Guarda, T. (eds) Proceedings of the International Conference on Information Technology & Systems (ICITS 2018). ICITS 2018. Advances in Intelligent Systems and Computing, vol 721. Springer, Cham. https://doi.org/10.1007/978-3-319-73450-7_91
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