Information And Communication Technology In Teaching Physics

Abstract

Information and communication technologies (ICT) have developed in great quantity because of the advancement of science and technology, and many of these ICT are suitable for use in the teaching and learning process. This study utilized a descriptive research design to assess the use of ICT in teaching Physics. The study involved 60 Physics teachers from. The study indicates that Physics teachers use computers as their primary hardware but have limited internet access. Meanwhile, teachers commonly own digital educational applications. Spreadsheets and Word processing applications are common office tools used by teachers. Physics teachers lack confidence in using ICT in general and in educational use. Moreover, the teachers do not make the most out of ICT in teaching physics. ICT is only used to an average extent despite its benefits in the teaching-learning process. It is frequently incorporated in preparing instructional materials, motivating students, assessing their learning progress, and summarizing lessons. The most common ICT tools used were Electronic Spreadsheets, Word Processing applications, Video/LCD Projector, CD/ROM, and DVD-VCD. Limited access to digital resources, inadequate ICT pedagogy expertise, and time constraints make ICT challenging to use in teaching Physics. Furthermore, the most effective predictors of ICT usage include confidence in its general use and having accounts on social networking sites.