Mainstreaming ICT Mobile in Teaching Large Classes in Higher Learning Institutions in Tanzania: The Case of Ardhi University

Lukwale, Sophia R

doi:10.18488/journal.61/2016.4.1/61.1.1.11

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…Again, the study outlines the institutional factors, such as lack of proper access to ICT resources, overcrowded-classrooms, lack of technical and pedagogical support which are more influential on the integration process. Some of the findings of the current study also agree with the findings by Lukwale (2016) who found that students at Ardhi University in Tanzania (90.7%) are capable of using ICT facilities while 90% of the students agreed that the ICT facilities in the university need to be updated to suffice the demand posed by large classes as well as catch up with the increasing pace of ICT. Yet, the authors do not provide a logical framework on how ICT literacy among youth could be well linked with the acquisition of the 21 st Century skills that are necessary for creating technological products.…”

Section: Moderatesupporting

confidence: 90%

Unlocking the Potential of ICT for Transformative Learning among Youth: A Path to 21st Century Competencies

Ndibalema

2020

Journal of Educational Technology and Online Learning

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This paper reports the potentials of ICT in enhancing the acquisition of the 21 st Century skills among youth in Higher Learning Institutions (HLIs). Within this broad aim, the paper highlights the possibilities of engaging youth in transformative learning tasks through technology as a necessary pedagogical tool for improving digital competence. The study employed quantitative and qualitative strategies in which both an online survey questionnaire and Focus Group Discussion were used for data collection. The link to the online questionnaire was distributed through Edmodo Learning Management System (LMS). A total of 133 respondents were purposively sampled. The SPSS version 21 was used to run the mean score and present findings in a tabular form. The qualitative data from the FGD were subjected to framework analysis. The findings included the prevalence of youth with moderate technological competence at the mean score of 2.83 while some lacked exposure to market-driven programmes and industrial attachment. Instructors integrate ICT in their teaching though they use very minimal tasks to promote youth entrepreneurship skills. Again, there are several stumbling blocks to the 21 st Century skills acquisition. These include low accessibility of online resources, learning management systems, and unreliable internet. The paper concludes that deliberate efforts are required for critical investment in ICT at all levels of education. It recommends a collaborative approach among stakeholders in HLIs towards the acquisition of 21 st Century skills among youth.

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Section: Moderatesupporting

confidence: 90%

Unlocking the Potential of ICT for Transformative Learning among Youth: A Path to 21st Century Competencies

Ndibalema

2020

Journal of Educational Technology and Online Learning

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Role-Emerging Clinical Placements in a Community-Based HIV Organization – Opportunities for Interprofessional Collaboration: A Case Report

Wojkowski

Ahluwalia

Radassao

et al. 2019

Physiotherapy Canada

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Purpose: We describe the development, implementation, and outcomes of role-emerging (RE) clinical placements at Positive Living Niagara (PLN), a community-based HIV organization (CBHIVO), for two second-year, entry-level Master of Science (Physiotherapy) (MSc[PT]) students from McMaster University. Client Description: A national, not-for-profit organization , Realize, conducted outreach to identify CBHIVOs interested in developing physiotherapy (PT) student placements. Intervention: PLN responded to the outreach and worked with McMaster’s MSc(PT) programme and Realize to establish two part-time RE PT student placements. The placement description and expectations were developed collaboratively by PLN, Realize, and the MSc(PT) programme. All PT students participating in their third 6-week clinical placement were eligible to apply. A registered occupational therapist and physiotherapist and PLN’s programme services manager participated in a shared model to supervise the students’ clinical and administrative activities. Measures and Outcome: These first RE PT placements in a Canadian CBHIVO were completed between November and December 2016. The evaluation of the student and placement included a learning contract and the Canadian Physiotherapy Assessment of Clinical Performance. Over 6 weeks, the students collaborated with people living with HIV (PLWHIV) who were members of PLN to identify a role for physiotherapists at PLN and led two health promotion workshops for PLN’s members and staff. Implications: The RE PT placement identified future opportunities for physiotherapists at PLN. The experience also influenced one student’s decision to apply after graduation for a newly created PT position that included working with PLWHIV.

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Mainstreaming ICT Mobile in Teaching Large Classes in Higher Learning Institutions in Tanzania: The Case of Ardhi University

Cited by 2 publications

References 4 publications

Unlocking the Potential of ICT for Transformative Learning among Youth: A Path to 21st Century Competencies

Unlocking the Potential of ICT for Transformative Learning among Youth: A Path to 21st Century Competencies

Role-Emerging Clinical Placements in a Community-Based HIV Organization – Opportunities for Interprofessional Collaboration: A Case Report

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