Teachers’ Use of Computers in Teaching and Learning in Public Secondary Schools in Arusha City Council, Tanzania

Abstract

This study investigated the extent to which teachers use computers in teaching and learning in public secondary schools in Arusha city council, Tanzania. Rogers' Diffusion of Innovation theory guided the study. Convergent parallel design under mixed research approach was adopted. Purposive and stratified simple random technique were used to obtain 110 respondents where by 100 were teachers and 10 were heads of schools. Instruments of data collection were questionnaires, structured Interview guide and observation guide. Quantitative data were analyzed descriptively usingmean, standard deviation, frequency tables and percentages, while qualitative data were thematically analyzed. Research ethics were observed whereby sources of information and anonymity of respondents were strictly adhered. The study found that, computers, electrical power and related programs were available in public secondary schools, but technical support as well as supportive and auxiliary infrastructures were found to be averagely available or not available in other schools. Findings gathered that, teachers to a small extent use computers in planning for teaching, lesson preparation, lesson presentation, assessment and evaluation as well as in communication and information sharing. Nevertheless, to a moderate extent teachers use computers for record keeping. Findings exposed that, teachers less often use computers in assessment and evaluation and in record keeping but rarely in planning for teaching, lesson preparation, lesson presentation as well as in communication and information sharing. The study recommended the government to ensure trainings of teachers to enhance their skills in using computer in teaching and learning.

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

“…For instance, studies conducted by Mchalo et al (2021); Noyi (2013) and Mandari (2018) in various educational institutions in Tanzania found that computers, photocopy machines, scanners, printers and Internet facilities were readily available. These findings also align with the findings of Toyo (2017) and Okorieocha et al (2019) who designed studies to investigate ICT adoption on the educational growth of colleges in Nigeria and found that computers, photocopy machines, scanners, printers and Internet facilities were available.…”

“…The low utilization of desktop computers in teaching and learning process may reflect a shift towards more portable and versatile devices (Chirwa, 2018b;Mchalo et al, 2021). However, observations made by the researcher revealed that desktop computers were fixed in instructor's offices.…”