Evaluating ICT Challenges Associated with the Teaching and Learning of ?A? Level Chemistry in Eight High Schools in Glen View Mufakose District, Harare, Zimbabwe

The purpose of the research was to evaluate A Level Chemistry teachers' challenges towards use of Information and Communication Technologies (ICTs) for pedagogical purposes in secondary school education in Glen View Mufakose District, Harare, Zimbabwe. The introduction and integration of various ICTs in schools has not reduced the gap in teacher competencies hence they still adopt very traditional methods of the ?chalk and talk? approach. The conceptual and theoretical literature reviewed showed that many teachers do not feel as fully equipped, comfortable and efficient in using ICT in the teaching and learning processes. Interestingly, the literature reviewed also showed that ICTs are learner centered and the learner takes an active role in his or her learning especially in what has been termed as web based learning. The mixed methodology of the quantitative and qualitative paradigms informed the research and so was the descriptive survey method which was employed. The population was made up of eight schools and 30 A level chemistry teachers giving an overall sample of 5 schools and 25 A level chemistry teachers, 60 students and 6 Heads of Schools giving a total of 91. Purposive and Simple random sampling was used to select the five schools and the A level chemistry teachers whilst systematic sampling was used for the students. Interviews, questionnaires and field observations were used to collect both qualitative and quantitative data. Data was collected and analysed using the SPSS package, Correlation and regression analysis before being presented and interpreted. It was discovered that some A level chemistry teachers lack exposure and training in ICT use coupled with lack of resources like computers and internet connectivity which impeded full ICT integration and utilisation. Although teachers were aware of potential benefits of ICTs over traditional methods of teaching, they lacked knowledge of different ICTs that could be integrated in teaching and learning. It was concluded that most A level chemistry teachers have a positive attitude towards ICT use, with female teachers having a more positive attitude than the male teachers but the female teachers showed that they faced more challenges. The teachers whose ICT background was not more advanced also were reported to face more challenges in using ICT tools in teaching. The research recommended that clear ICT educational strategies to improve the pedagogical skills of teachers must be put in place. At the same time provision of resources like computers and ICT training courses must be put into place. It was also recommended that teacher training colleges and universities should also provide pre-service teachers with positive technological experiences and exposure in a variety of ICTs that can be easily implemented in A Level Chemistry. The study recommended the academic body to carry out further investigations on the ways to help not only Chemistry teachers but all teachers to break through the challenges identified in this study to be able to use ICT in teaching.