Abstract—The aim of the study is to present a review of the teachers’ readiness of teaching ICT as a subject, integrating ICT to the other subjects in Swaziland, taking into consideration the challenges encountered in the classrooms. A quantitative research design was used through a questionnaire to collect data from a sample of schools. Systematic sampling was done on the schools in terms of region, location (urban/rural) and type of school (government, mission/church or community). A qualitative research design was also used to collect data through interviews in all teacher education institutions in the country. The study reveals that the Ministry of education has to build an education and training system that will support the teaching ICT as a subject and ICT integration in teaching and learning.
Index Terms—Information communication technology, integration, teachers and schools.
Nomsa Mndzebele is with the Faculty of Commerce, University of Swaziland, Kwaluseni, Swaziland (e-mail: firstname.lastname@example.org).
Cite:Nomsa Mndzebele, "Teachers Readiness in Using ICT in the Classroom: The Case of a Developing Country," International Journal of Information and Education Technology vol. 3, no. 4, pp. 409-412, 2013.