Availability of ICT Facilities and Teachers’ Competence in the Use of ICT among Public Secondary Schools in Ngara District, Tanzania

Abstract

This study sought to establish the availability of ICT facilities and teachers competence in the use of ICT among public secondary schools in Ngara, Tanzania. The study employed a mixed research approach in that interview schedule and questionnaire were employed as sources of data. The population of the study was 525 stakeholders from 31 secondary schools, including the DEO, the WEO, the Heads of schools, ICT manager and teachers. Simple random sampling and purposive sampling were used to determine the sample of 84 respondents from four randomly selected schools. Qualitative data was analyzed based on themes while quantitative data was analyzed descriptively. The study revealed that the schools faced non availability of ICT facilities and internet connection. They also faced limited electricity supply and limited funds for maintenance of facilities. Furthermore, a significant number of teachers did not have competence in any of the aspects of computer. Very few could use internet while another few had some competence in hardware and programming. Therefore, it was recommended that the government and other education stakeholders should organize for seminars and workshop for capacity building so that teachers may gain knowledge and competence in the use of ICT facilities. The Ministry of Education should allocate funds for buying ICT facilities and devices and for maintenances.

Ensuring Future Resilience beyond ICT and Online Teaching and Learning of Social Studies in Ghanaian Senior High Schools: Lessons from COVID-19 Pandemic

“…This inevitability, on the other hand, does not rule out other options for dealing with our current impediments. The present requirement has its own set of challenges (Fidelis & Onyango, 2021). Therefore, dealing with the current situation, as well as future unforeseeable contingencies, will require realistic and proactive efforts to lessen the detrimental effects of future disasters.…”

“…These are in line with the idea that teachers should be trained in developing pedagogical approaches so that they can improve the ICT abilities and work with digital technology (Cabero-Almenara & Llorente-Cejudo, 2020). The existing mandate, on the other hand, has its own set of issues (Fidelis & Onyango, 2021). As a result, dealing with the current situation, as well as future unforeseeable contingencies, will require realistic and proactive efforts to lessen the detrimental effects of future disasters.…”

“…Many students, notably those from rural and low-income homes, were denied access to educational opportunities provided by the government, corporate groups, and private persons as a means of keeping education moving along (Bariham et al, 2021). Amongst the compounding challenges were the lack of ICT facilities and Internet connections, lack of electricity and finances for maintenance, insufficient computer laboratories, lack of computer competency, and lack of knowledge and abilities for teachers to integrate ICT into the teaching and learning process (Nyamekye et al, 2021;Fidelis & Onyango, 2021;Adarkwah, 2021), with Social Studies teachers, not an omission.…”

Availability and Utilization of ICT Facilities in Teaching and Learning of Agricultural Sciences at Sokoine University of Agriculture, Tanzania

“…On the other hand, several studies on availability and utilization of ICTs in higher education institutions have found that ICT facilities are limited in most of education institutions (Onu & Ezhim, 2019;Fidelis & Onyango, 2021). Other studies proclaim that ICT facilities are available but they are not properly utilized by members of academic staff during teaching and learning processes (Kiboss & Kosewe, 2017;Okorieocha et al, 2019).…”

Technology Integration in the Teaching of Human Resource Management by Practicing Lecturers

“…ICT facilities have devices used to support teaching and learning (Fidelis & Onyango, 2021). ICT facilitates not only the delivery of teaching content but also the learning process itself (Tarus et al, 2015).…”