Enhancing Early Childhood Learning through Information and Communication Technologies: The Zimbabwean Public-School Experience

Abstract

The advent of Information and Communication Technologies (ICTs) has been embraced in different organisations, education included. The response to the ICT policy in the Zimbabwe education system depends chiefly on the economic standing of the parents to the learners enrolled at a specific school. Thus, although adoption of ICTs in education, particularly in Early Childhood Development (ECD) programmes, has been oversubscribed, it draws deep into the pockets of parents to meet the requirements. Drawing from the Technology, Organisation and Environment model, the study explores the benefits of ICTs in ECD programmes in Zimbabwean public schools. A qualitative study is employed in which data are generated through observation, document analysis and focus group discussions (FGDs). The study adopted purposive sampling to conduct FGDs with Bachelor of Education degree students at one particular university in Zimbabwe as key informants. These were also practising ECD teachers at different primary schools in the Harare Metropolitan Province. Findings show that a number of ECD teachers had basic ICT skills but could not use them effectively in the teaching-learning activities due to lack of resources. Findings also reveal that these ICT resources were a result of initiatives from parents and well-wishers. The study therefore recommends the expansion of ICT resource mobilisation and staff development programmes in order to equip ECD educators.