Matongo Morine, Goronga Pedzisai, Muchenje Francis University of Zimbabwe ICT Use in Classroom Pedagogy and Social Change in Zimbabwe

The focus of the study was to critically investigate how the use of ICT in classroom pedagogy could influence social change and recalibrate pedagogical and learning spaces in selected primary schools in Harare District, Zimbabwe. The study was grounded in the interpretive research paradigm. It adopted a qualitative research approach and employed phenomenology as the research design informing the study because of its emphasis on subjective meanings already present in the social world and its ‘take’ that the world is a constant construct by participants. Three qualitative data collection methods, namely in-depth interviews, focus group discussions and lesson observations were adopted in the study. The study was conducted at five selected primary schools in the Harare district from which ten (10) (5 male and 5 female) participants were purposively selected based on their presumed knowledge about the phenomenon under exploration. Thematic analysis technique was used to make sense of the data. The study established that the majority of participants appreciated the use of ICT in classroom pedagogy as they indicated that it is now the new way of conducting classroom business. Additionally, it was found that an enabling atmosphere for ICT integration in classroom pedagogy was created by the union of eager students and teachers who are prepared to embrace ICTs. The study concluded that ICT training workshops should be facilitated by the Ministry of Primary and Secondary Education in order to equip teachers with the necessary ICT skills, aptitudes and competencies for classroom instruction. The study also, recommends that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development should make ICT an examinable curriculum learning area in order to ensure that aspiring teachers take it seriously and improve their ICT exit skills. It is thought that these ICT abilities will equip teachers with requisite skills for teaching. The study also urges the government to collaborate with non-governmental organisations to support ICT integration in teaching and learning in schools. On their part, schools are recommended to partner with other stakeholders and engage in income-generating projects so as to mobilise financial resources to procure and install infrastructure required for supporting ICT integration in pedagogy.