Teachers’ Perceptions in the Potential for ICT Integration through Smart Phones for Teaching and Learning of English Composition Writing in Secondary School in Gweru, Zimbabwe

Alice Dhliwayo & Thuthukile Jita
University of the Free State, South Africa
Email: Dhliwayo.A@ufs.ac.za

Abstract: This study explored teachers’ perception in the potential use of smart phones for ICT integration in the teaching and learning of English composition writing. A qualitative case study design was chosen. The population was made up of all teachers of English composition at secondary school level in Gweru, Zimbabwe from which a sample of 5 such teachers were purposively selected. The teachers were interviewed using a semi-structured in-depth interview for data collection. Findings indicated that while teachers agreed that smart phone have potential as integration tools for English composition writing, there was fear of disruptions during lessons due to their lack of knowledge as to how to control them in the classroom. Teachers also acknowledged their lack of efficacy in the use of smart phone as a teaching tool. Teachers further indicated a lack of support for ICT integration for Arts subjects, which include English composition writing by the school administration. The study recommended that English teachers be trained in ICT integration through the smart phone for improved learner performance. It further recommended that secondary school administrators should support ICT integration across the curriculum.