Implementation of ICT as a Teaching Tool for Language and Literacy in Primary Schools in Mauritius: Teachers’ Perspectives

Abstract

This study focuses on the implementation of ICT as a teaching tool for language and literacy in primary schools in Mauritius. It examines perceptions of primary school teachers of Grades 5 and 6 classes about the benefits, drawbacks and challenges of using ICT tools to enhance the teaching and learning of languages and literacy. The survey research design based on the quantitative research method was used to collect data from 100 primary schools in the district of Moka. The random sampling technique was used. The study indicates that teachers have an average level of perceptions of the drawbacks and challenges that they face in implementing ICT tools in their teaching, but they have a quite high level of perceptions of the benefits of using such tools. The most important finding is that they consider it difficult to use ICT tools in overcrowded classes that are common in Mauritian primary schools and that they are not well trained to use ICT tools to teach effectively and efficiently. It is recommended that, in the context of the new education reform called the Nine Year Basic Continuous Education, the Ministry of Education should review the teacher-pupil ratio and employ teaching assistants or support teachers to facilitate the effective use and implementation of ICT tools to accelerate its strategy towards the digitalization of education in the country.