MoMath: An Innovative Design of a Mobile based System for Supporting Primary School Mathematics in Tanzania

Shao, Deo

doi:10.5120/16671-6671

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…Moreover, m-learning offers alternatives to the crowded classrooms that higher learning institutions face today (Lehmann & Söllner, 2014), and it strengthens student motivation and encourages a sense of responsibility as well as facilitating interaction and collaboration between students and teachers (Moore, 1993;Shao, 2014;Uden, 2006). Currently, mobiles are widely used in the educational environment by students and teachers to access learning resources (Abu-Al-Aish, 2014;Fritschi et al, 2012a).…”

Section: Literature Reviewmentioning

confidence: 99%

Towards mobile learning deployment in higher learning institutions: a report on the qualitative inquiries conducted in four universities in Tanzania

Ghasia

Smet

Machumu

et al. 2018

AFOC

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Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Specifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of design science research approach and qualitative methods including grounded theory, document reviews, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students´ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the existing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will improve access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity. We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education.

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Section: Literature Reviewmentioning

confidence: 99%

Towards mobile learning deployment in higher learning institutions: a report on the qualitative inquiries conducted in four universities in Tanzania

Ghasia

Smet

Machumu

et al. 2018

AFOC

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“…A prototype refer to something that serves as a model or inspiration for activity that come later. The study done by Shao (2014) explored the use of mobile phones to support students 291 learning activities in mathematics for primary and secondary schools.…”

Section: Educational Ict Prototype System From Literature Reviewmentioning

confidence: 99%

Integrating Learning Management System and Digital Library for Students’ Assessment

Makolo,

Ishengoma,

Shao

2024

jipe

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Information and Communication Technology (ICT) has recently advanced in education sector where teachers and other educational stakeholders use learning management system (LMS) to improve students learning. Tanzania in the meantime, has implementing multiple initiatives aimed at enhancing ICT integration in education. The initiatives includes connection of National ICT broadband backbone, implementing various ICT projects such as Tanzania Education and Research Network (TERNET) and the use LMS and digital library (DL) through Tanzania Institute of Education (TIE). Apart from the government initiatives, a critical gap exists in the knowledge and proficiency of both tutors and students in utilizing LMS and DL skills to enhance creativity. This study seeks to address this issue by exploring the integration of LMS and DL to preserve the talents and skills of educators and students. The research utilized a mixed-method approach that involved questionnaires and interviews from tutors. Data were analyzed both inferentially and descriptively. The study found that 33% of tutors were competent to ICT skills related to LMS and DLs. Furthermore, the study proposed a digital library system (DiLaS) prototype as a blueprint for integrating LMS and DLs to support students in learning and assessment. The paper recommends that the government should draw policy strategies that support innovation in digital systems to preserve exceptional skills.

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“…In a meta-analysis study by Young (2017), it is contended that the use of technological tools has the potential to enhance the delivery, clarity, and precision of the mathematics teaching and learning process. In Tanzania and elsewhere there is a belief that students' learning and performance in mathematics may be improved through appropriate teaching with technology (Brown, 2017;Drijvers, 2015;Mtebe et al, 2015;Shao, 2014;Thorvaldsen et al, 2012;Urbina and Polly, 2017). Although multiple factors come into play affecting this performance, the role of the teaching and learning process cannot be overlooked (Teo et al, 2016).…”

Section: Mathematicsmentioning

confidence: 99%

“…In Tanzania and elsewhere there is a belief that students' learning and performance in mathematics may be improved through appropriate teaching with technology (Brown, 2017; Drijvers, 2015; Mtebe et al. , 2015; Shao, 2014; Thorvaldsen et al. , 2012; Urbina and Polly, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Developing Mathematics teachers' attitude towards technology integration through school-based lesson design teams

Njiku¹,

Mutarutinya²,

Maniraho³

2023

IJILT

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PurposeThis study aims to investigate the development of Mathematics teachers' attitudes towards technology integration through collaborative lesson design activities as part of professional development.Design/methodology/approachThe pre-and post-test for non-equivalent comparison groups quasi-experiment was adopted as the study design where 125 participants were distributed into three groups in Dar es Salaam – Tanzania. Data analysis was done using gain in scores, t-test, split-plot analysis of variance, and eta-squared.FindingsComparison across groups and between pre-intervention and post-intervention showed that collaborative lesson design activities have more potential to develop Mathematics teachers' attitudes than the isolated implementation of such activities. Relevant recommendations are provided.Practical implicationsThe study offers valuable insights for teacher education especially in-service training focussing on effective ways of developing teachers' competencies especially attitudes towards technology integration.Originality/valueAlthough lesson design studies are prevalent, majority have investigated the development of teachers' knowledge rather than attitude for integrating technology. Additionally, the study sheds light on attitude as a multidimensional construct thereby providing more insight into the subject.

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MoMath: An Innovative Design of a Mobile based System for Supporting Primary School Mathematics in Tanzania

Cited by 4 publications

References 9 publications

Towards mobile learning deployment in higher learning institutions: a report on the qualitative inquiries conducted in four universities in Tanzania

Towards mobile learning deployment in higher learning institutions: a report on the qualitative inquiries conducted in four universities in Tanzania

Integrating Learning Management System and Digital Library for Students’ Assessment

Developing Mathematics teachers' attitude towards technology integration through school-based lesson design teams

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