An Assessment of Teachers’ Abilities to Support Blended Learning Implementation in Tanzanian Secondary Schools

Abstract

The purpose of this study was to describe instances of pedagogical practices of teachers using ICTs and the enhancements of practices using traditional methods, to more fundamental changes in their approach to teaching. Using a mixed method, the research examined the impact of increased education level on the ICT use competence perception and the influence of ICT knowledge level and skills on the adoption of blended learning contents. Four schools were used for this study; two picked out of 50 that are enhanced with ICT infrastructures while the other two were picked from schools without enough ICT infrastructures. Three research questions guided the study. Data collection included teachers, schools inspection officers, curriculum development experts, teacher trainees and policy makers' interviews, questionnaires, classroom observations, and document reviews. Data analysis concentrated on the central questions of the study. The results suggested that teachers' education level couldn't determine their ICT knowledge level. Either, the ICT knowledge level has influences on the decision to use blended learning. Barriers to ICT use in education were revealed as: internal-more of personal attitudes and perceptions about a technology, and external-lack of availability and accessibility to the relevant resources (hardware and software), lack of framework that address integration of ICTs in teaching and learning and unreliable Internet connection. Resulting from the results, this study suggests a goal oriented teacher training framework which should address a complex integration of technology, content, pedagogy, school infrastructures, and the overall objectives of the education systems as trivial of ICT use determining factors.

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

“…Other readiness instruments measured teachers’ concern about implementing BT and whether prior experience or education affected teachers’ BT readiness. Despite teachers’ levels of concern or previous experiences, Hao and Lee ( 2016 ) and Kihoza et al ( 2016 ) suggested that all teachers needed additional BT development. The need for help, regardless of perceived readiness, could be due to teachers claiming to be efficient in BT despite their deficiencies (Belmonte et al, 2019 ), which is likely a result of BT’s social desirability (Parks et al, 2016 ).…”

Blended learning source of satisfaction of psychological needs

“…Review of the related literature has highlighted the fact that the adoption of cooperative learning in line with the blended learning despite some limitations (Wang et al, 2015) and challenges (Lee et al, 2016;Tynan et al, 2015;Kihoza et al, 2016;O'Byrne and Pytash, 2015;Florian and Zimmerman, 2015) has shown positive impact on educational accomplishments. Saad (2017) compares cooperative learning style with traditional lecture method and concludes that cooperative learning has a positive impact on academic achievements in the area of science and technology.…”

Perspectives of lecturers’ beliefs on integrating information communication technology into e-learning system

“…Currently, Information Communication Technology (ICT) application influences the success of lesson design (Do, Fernando, & Marrisa, 2018). And teachers' ICT ability determines whether an educational system can meet requirements of using Information Technology (IT) at schools (Kihoza et al, 2016), especially within an online education system. Therefore, understanding how adaptable teaching staff can be and what they conceive with a university e-learning system is essential and crucial for institutional management.…”

“…The survey was divided into two sections: (1) Section A: Demographic data of respondents and (2) Section B: Factors of the lecturers' perceptions of the utilization of technology in their online teaching practices. Section B was further divided into six factors with twenty-five items issued by Kihoza, Bada, and Kalegele (2016); John (2015); Lachner, Jarozka, and Nuckles (2016) and Shagrir (2015). These are lecturers' frequency of ICT use; comments on benefits and barriers of integrating ICT into online teaching; confidence in using technological tools in teaching; attitudes towards computer-based teaching; ability to create interaction with students by technological support.…”