BEYOND TECHNOLOGY ACCESS: EXPLORING TEACHERS’ PEDAGOGICAL INTEGRATION OF ICT AND COMPUTER SIMULATIONS IN PHYSICAL SCIENCE CLASSROOMS

Abstract

The integration of Information and Communication Technology (ICT) and computer simulations has increasingly been promoted as a means of improving the teaching and learning of Physical Sciences. However, access to technological resources alone does not guarantee meaningful pedagogical transformation. This study explores how teachers integrate ICT and computer simulations into classroom practice and examines the pedagogical considerations shaping their instructional decisions in Physical Sciences classrooms. Guided by an interpretivist paradigm, the study employed a qualitative multiple-case study design involving Physical Sciences teachers from public secondary schools. Data were generated through semi-structured interviews, classroom observations, and document analysis and were analysed thematically. The findings reveal that teachers’ integration of ICT and simulations extends beyond technical competence and is strongly influenced by pedagogical beliefs, contextual realities, and perceived instructional value. Teachers who adopted learner-centred approaches used simulations to support conceptual understanding, visualisation, inquiry, and active learner engagement, particularly in abstract topics such as electric circuits. Conversely, teachers with more traditional pedagogical orientations tended to use ICT primarily for demonstration purposes. The study further identifies contextual constraints, including limited infrastructure, time pressures, and insufficient professional development opportunities. The article argues that effective ICT integration requires sustained pedagogical support and context-responsive professional learning rather than technology provision alone.