MARYMOUNT TEACHERS’ COLLEGE

RESIDENTIAL EDUCATION ASSIGNMENT COVER FORM

SECTION A (to be completed by the student)

NAME OF STUDENT: MWAYEDZA SHELTON

CAND.NO: DES01/048/20
SUBJECT: ICT

ASSIGNMENT QUESTIONS
1a) What 4 measures are taken by the education sector responding to COVID-19 in
Zimbabwe to allow continuity in learning?
b) What three challenges are faced by both learners and facilitators during online
learning?
2a) Describe 4 ways how learners benefit when technology is embedded into the entire
curriculum.
b) Outline 3 effects of lack of adequate information during the COVID-19 pandemic.
SECTION B (to be completed by the lecturer/marker)
COVERALL COMMENT
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MODERATOR’S COMMENTS
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Marker’s Name……………….……….Signature…………………..Date………………....
Moderator’s Name………………………Signature…………………Date………………...
1a) Four measures taken by the education sector responding to COVID-19 in Zimbabwe to allow
continuity in learning.

Banduras’ social learning theory states that observation plays a role in learning although this does not
necessarily need to take the form. The Global pandemic has caused havoc in many sectors of the country
and has exposed the inadequacy of Zimbabwe's education sector, especially in rural areas given that
education is a right. The education sector has taken up measures in response to the pandemic by creating a
positive environment that guarantees education for all allowing continuity in learning, the measures are
the establishment of radio and programmed lessons, digital online lessons, provision of supplementary
learning materials and the installation of ICT centers in remote areas.
Radio and programmed lessons
Radio is the most prevalent mass communication tool reaching the highest number of audience in the
country of Zimbabwe. The ministry of education partnered the ministry of information and publicity to air
educational programs on ZBC radio stations as well as the television to ensure that there is continued
learning during the Covid-19 pandemic.
Digital online lessons (WhatsApp and Online lessons)
There is a rise in internet access by the public. These days young people are exposed to technology and
have access to internet compatible gadgets and computers. They can access digital online platforms such
as Ruzivo and other platforms to ensure continued learning.
Provision for supplementary learning materials
Learners in rural areas who have no internet access to digital and online platforms require supplementary
materials. The government together with non-governmental organizations supplemented other available
platforms with teaching and learning materials for teachers and learners in form of books, workbooks,
open and distance modules and textbooks.
Reduction of data tariffs
Ministry of education together with the ministry of ICT has approached internet operators to reduce data
tariffs to cater for the public though data is expensive. This way learners can access the internet doing
online and WhatsApp lessons with their facilitators.

b) Three challenges are faced by both learners and facilitators during online learning are struggle to adapt,
computer literacy and time management Abdelaziz, Riad and Senousy (2014) state that e-learning use in
combination with technologies such as information and multimedia alters the traditional learning style
and learning environment. Switching from the usual way of learning to virtual is difficult for learners to
adapt easily. The process is too demanding in terms of online attention as it requires much online
attention. Learners with traditional mindsets find it difficult to adapt. Most learners and facilitators are not
provided with internet connectivity that this digital learning requires so learners end up failing to catchup
with everything. Most remote areas has poor internet connection which makes it difficult to partake in
online learning. Donnelly and McAvinia (2012) argue that there are many academics have no training and
little experience in the use of ICT as an educational tool. Urban learners and facilitators are exposed to
better technological advanced infrastructure than those in remote areas, which makes learners and
facilitators in remote areas vulnerable as many of them does not have knowledge of how to operate a
computer. Lack of computer literacy is a major obstacle amongst learners and facilitators as many are
unable to operate basic computer software's like Microsoft Word, PowerPoint and therefore are not able
to access or handle their files. Khan, Hason and Clement (2012) also found out if teachers want to use
technology in their classes successfully, they need to possess a positive attitude towards the use of
technology. E-learning requires time and intensive work especially web-based learning programs so some
facilitators and learners have time to engage into learning due to their various everyday commitments.

2a) Four ways how learners benefit when technology is embedded into the entire curriculum.
Technology has the potential to make learning easier if it is embedded into the entire curriculum. Ways in
which learners benefit are collaboration, inclusion, differentiation and creativity. Technology makes
learning easier for learners to collaborate and save their work. Collaboration promotes sharing of ideas
resulting in creativity. They can draw, write, create documents in the same program. Darcy (2012) points
out that e-learning technology plays an essential role in English learning issues through the use of ICT.
Al-Mansour and Al-Sharman (2011) said that students who taught through computer assisted English
language instructions alongside the traditional method displayed a better achievement than those who
taught through the traditional method alone. Technology allows learners to be included in many ways.
The use of Microsoft Word help learners to point out spelling mistakes to learners. Technology exposes
learners to a variety of programs. Learners can access different online platforms. Learners have freedom
of choice over place, pace and time. Clarke (2004). Online uploaded content is endless which foster
creativity. Students can find plenty of resources in their respective interests. YouTube allows learners to
be supported with videos to enhance learner’s creative endeavours.

b) Three effects of lack of adequate Information during the COVID-19 pandemic.

Ignorance from people regarding circular messages on the social media platforms as some information
will be biased/ incorrect for people believe as some of the information will be true or lack enough
evidence. Spreading of false information as people misquote information given on different platforms.
Resilience as people take inadequate information well reluctantly.
REFERENCES:

Abdelaziz, A. M., Riad, M. A., & Senousy, M. B. (2014).Challenges and Issues in Building Virtual
Reality-Basede. International Journal of E-education, E-business and E
learning, 4 (4), 320-328

Clarke, A. (2004). E-learning Skills. New York: MacMillan.

Darcy, S. (2012). Disability, Access, and Inclusion in the Event Industry: A Call for Inclusive
Event Research. Event Management, 16, 259–265 DOI:
http:dx.doi.org10.3727/152599512X13461660017475

Donnelly, R. & McAvinia, C. (2012). Academic Development Perspectives of Blended Learning. In

Anastasiades, P.S. (Ed.), Blended Learning Environments for Adults: Evaluations and Frameworks, (pp.1-
18). Hershey, PA: IGI Global. 2012.

Khan, S., Hasan, M. & Clement, C. (2012). Barriers to the introduction of ICT into education in
developing
countries: The example of Bangladesh. International Journal of Instruction, 5(2), 61-80.