Abstract:
This article is based on the study that was conducted among tertiary teachers’ colleges in Masvingo province in
Zimbabwe to examine the challenges of integrating computer as an instructional teaching strategy. The study
employed qualitative research methodology with in-depth interviews and observations providing the data
elicited from respondents. The key findings of the study showed that lecturers and students held views that
computers were not supposed to change everything in the education system but used as part of the existing
teaching strategies. It also emerged that lecturers could hardly use most of the computer software such as
spreadsheets, PowerPoint, databases and even internet. There was a great shortage of good quality and
appropriate computer software at all the colleges for use in practical departments like Textiles and Clothing. It
was concluded that lecturers who were supposed to integrate computers were never exposed to a variety of
possibilities on the use of computers in teaching. The Ministry of Higher and Tertiary education is
recommended to educate lecturers through in-service courses that feature high quality training on the use of
computers as an instructional strategy if the goal of computerising the education system is to be achieved. If the
challenges of integrating computers revealed and recommendations raised in this research could be implemented
by all sectors of the education system, this could positively benefit lecturers, administrators and students to
accomplish long standing educational goals such as improving basic literacy and student inquiry.
