This study was undertaken to examine and interpret how science teachers in Trinidad and Tobago use ICT devices and ICT-based teaching and learning activities in their science teaching. A total of 30 lessons taught by five different teachers were observed and analyzed using an interpretative research methodology to develop generalized observations. The findings revealed that in general, science teachers used ICT devices in most of their lessons but that ICT-based activities were used in only twenty per cent of the lessons observed.

The aim of this study was to examine how Microsoft PowerPoint is used by science teachers in Trinidad and Tobago and to gauge from teachers what considerations influence their decision to use PowerPoint presentations in their science teaching. A total of 20 secondary school science teachers were observed using PowerPoint in the delivery of science lessons. The findings indicate that science teachers used PowerPoint slides largely as glorified lectures to present information to students. Some teachers used PowerPoint to introduce their lessons and some to summarise lessons.