Abstract:

Information Communication and Technology (ICT) has become educationally valuable and its use in promoting science learning and Science literacy cannot be under-estimated, moreover, it is the strategy that is currently trending in our society. The study sought to explore the use of technology in science learning in order to promote science literacy. The study was informed by two theoretical framework, social constructivism and pedagogical content knowledge (PCK). The study was located in the interpretivist paradigm, followed a qualitative approach and adopted a case study design. A purposive sample of 10 schools with ten science teachers and 30 students’ (10 focus groups) with three learners in each of the ten schools participated in the study. Data were collected through interviews, focus groups and observations. Thematic content analysis method was utilised to analyse data. The study found that ICT was used by some of the educators but chalkboard and textbook dominated, only few used laptops. The study concluded that teachers needed motivation and professional development programmes on ICT use. The Department of Basic Education should work collaboratively with relevant stakeholders to prepare teachers for the fourth industrial revolution.

Keywords:

Information Communication and Technology, Science learning, Science literacy.