Integration of ICT in teaching and learning: An exploratory study on the use of video in science class of one primary school in Zanzibar

Research shows that effective use of video can support the development of understanding in primary science lessons. This study has the aim of exploring the use of video for primary science teachers in their lessons in a public primary school in Zanzibar. It was motivated by an Educational ICT policy in Zanzibar which has an objective of integrating ICT in primary education (MoEVT, 2007). The study adapted a qualitative case study design through employing interviews with teachers, classroom observations and focus group discussions with pupils to collect data on how science teachers use video in their science lessons. The study revealed that, science teachers use video as an instructional resource with the intention of promotes students’ science learning. In observed video lessons teachers organized more activities than in other lessons. However, science teachers of a case study school were not clear on an appropriate and effective use of video to add value in science learning. Teachers’ and pupils’ standard of English, lack of training and cost of electricity were the challenges faced by the teachers when implementing video in science lessons. The recommendation of this study include that science teachers should make sure that they use video in an appropriate time to add value to the learning of science. They also need to reorganize activities for pupil around the showing of videos. Moreover, science teachers should make sure that the activities promoted from video that are practiced in science classes provide learners with opportunities of making decisions with their teachers, discussion with others and doing reflecting. My recommendation to the MoEVT of Zanzibar is that they should develop in-service training programs in order to bring awareness, also to provide the skills of how to use video appropriate and effective in science lessons