Authors: CHAMA EDWARD
Abstract: The integration of technology into the teaching and learning of science subjects, particularly biology, had been increasingly recognized as a critical factor in improving educational outcomes. This study investigated the use of technology in the teaching of biology in selected secondary schools in Chifunabuli District, Luapula Province, Zambia. The research aimed to understand how technological tools were being utilized in rural learning environments, the extent of their availability, and the challenges faced by educators and learners in leveraging digital resources for science education. A qualitative case study approach was employed. Data were collected from four government secondary schools through interviews with eight biology teachers, focus group discussions with forty students, and classroom observations. The findings revealed that while there was a general awareness of the importance of technology in enhancing biology instruction, its practical application remained limited due to several factors. Only two of the sampled schools had functional computer laboratories, and none had advanced tools such as virtual labs or digital microscopes. Teachers who used technology primarily relied on personal devices and occasionally used PowerPoint presentations and educational videos when projectors or electricity were available. Students responded positively to the use of visual and interactive content, noting that it improved their understanding of complex biological processes such as cell division and ecological systems. However, both teachers and students cited significant barriers to effective technology integration, including frequent power outages, inadequate ICT infrastructure, lack of internet connectivity, and limited professional development for teachers in digital pedagogy. The study concluded that although technology had the potential to significantly improve biology education in rural Zambian schools, there was a critical need for targeted investments in ICT infrastructure, consistent teacher training, and strategic partnerships with stakeholders to bridge the digital divide. The paper recommended policy-level interventions by the Ministry of Education and collaborative efforts with NGOs and the private sector to ensure sustainable and equitable access to educational technology across rural schools in Zambia.
DOI: http://doi.org/
