High School Use of Computers for the Teaching and Learning Design and Technology: A Case Study of Botswana Government Schools

Abstract

This study examines the integration of computers in the teaching and learning of Design and Technology in Botswana government high schools. In a bid to modernise its education system, the government of Botswana has invested in digital technologies in a variety of ways to fast-track the digital development of the country. Despite the growing emphasis on digital literacy and technology-enhanced education, limited research exists on how computer resources are utilised in practical subjects like D&T within Botswana’s educational framework. This can be seen through the introduction of wifi in public places and the issuing of laptop computers to both students and teachers in high schools. The paper seeks to establish whether this move is delivering the expected returns on investments. Using a qualitative case study approach, this research explores the availability of computer resources, teacher preparedness, student engagement, and the challenges faced in implementing computer-aided instruction in D&T classrooms. Data was collected through classroom observations, interviews with teachers and students, and analysis of school policy documents. It will be conducted from a select few conveniently chosen sample of schools in the capital city of Gaborone and its environs. The findings reveal disparities in resource allocation, varying levels of teacher confidence in using technology, and systemic barriers such as inadequate infrastructure and curriculum alignment. The study highlights the potential benefits of computer integration in fostering creativity and technical skills while underscoring the need for targeted teacher training, improved resource distribution, and policy support.