The paradox of ICT integration in secondary education in Tanzania: Assessment of teachers’ ICT knowledge and skills in Tanga and Mwanza regions

Kayombo, Joel Jonathan; Mlyakado, Petro Budeba

doi:10.5861/ijrset.2015.1299

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…One would ask: how many teachers have access to education policy and can analyse it into achievable practices by making logical interpretation in relevancy to ICT pedagogical skills? This is in line with the second issue addressed by Kayombo (2016) that teachers' training in ICT knowledge and skills were not made in accordance with the requirement of the ICT policy objectives. It could be said that it is very difficult to put the ICT policy objectives into practice if the training strategies for teachers are not clear.…”

Section: Resultssupporting

confidence: 81%

“…It may be difficult to locate the straight answer to the question, but one logical explanation may be associated with several factors which include lack of adequate computer skills, negative attitudes towards ICT and limited infrastructure (Ndibalema, 2014). In the similar ways, Kayombo (2016) found several gaps which exist between the ICT policy and the real practice or implementation of ICT objectives in education. Among the gaps include limited teachers' awareness and training in ICT integration, and electricity and ICT facilities supply in most schools.…”

Section: Statement Of the Problemmentioning

confidence: 78%

“…Based on the findings by Kayombo (2016) there are still several gaps that need to be addressed for effective integration of ICT in teaching and learning in secondary schools in Tanzania. He addresses that there is a mismatch between the ICT policy and the real practice or implementation of ICT objectives in education in several ways: First, many teachers are not aware of the existing policy and in case of the integration they are not prepared too.…”

Section: Resultsmentioning

confidence: 99%

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Constraints Hindering Adoption of ICT in Government Secondary Schools in Tanzania: The Case of Hanang District

Kweka¹,

Ndibalema

2018

International Journal of Educational Technology and Learning

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This paper addresses teachers' skills on ICT Integration in teaching and learning and constraints that hinder the adoption in Government owned secondary schools. The study employed a cross-section research design which guided the collection of both quantitative and qualitative data. Simple random sampling was employed in the selection of participants of which data were collected from 75 teachers in government secondary schools, 15 Heads of Schools, 1 DEO and 3 Quality Assurers. Questionnaires and interviews were used to obtain data. Qualitative data were analysed through content analysis while descriptive statistics was used to analyse quantitative data with the aid of SPSS version 21. The findings revealed that, most of the secondary school teachers had minimal skills of integrating ICT in teaching and learning due to different challenges such as lack of ICT facilities, inadequate computer labs in schools, and inadequate pre-service and in-service teachers training. Finally, the paper recommends a holistic approach in harmonising the curriculum requirements and the ICT policy strategies so as to create awareness among teachers, thus develop the required ICT pedagogical skills.

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Section: Resultssupporting

confidence: 81%

Section: Statement Of the Problemmentioning

confidence: 78%

Section: Resultsmentioning

confidence: 99%

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Constraints Hindering Adoption of ICT in Government Secondary Schools in Tanzania: The Case of Hanang District

Kweka¹,

Ndibalema

2018

International Journal of Educational Technology and Learning

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“…Studies like that of Kisanjara et al (2014), Prospero (2013), and Nchahoruri & Mungwabi (2015)Francis (2017), Kayombo & Mlyakado (2016), Kihoza et al (2016), andNgeze, (2017) focused much on the significance of integrating ICT in the curriculum, management, and administration also factors used in enhancing ICT integration in teaching and learning in secondary schools and teachers' colleges in Tanzania. However, none of the reviewed studies have examined the leadership strategies in enhancing ICT integrations in teaching and learning in public teachers' colleges.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Leadership Strategies in Enhancing Integration of Information and Communication Technology in Teaching and Learning in Public Teachers’ Colleges in Moshi District, Tanzania

2021

JEP

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This study was conducted to investigate the leadership strategies in enhancing the integration of information and communication technology in teaching and learning of public teachers' colleges in Moshi district, Tanzania. The study was guided by Transformational Leadership Theory developed in 1978 by James McGregor Burns. The study employed a mixed research approach under which a convergent research design was used. The target population of the study was 03 public teachers' college 03 principals, 103 teacher educators, and 768 teacher trainees which make the total population of 874. Probability sampling of simple random sampling and stratified sampling techniques was used to determine the study sample. Questionnaires and an Interview Guide were used as instruments for data collection. The reliability of quantitative instruments was established through Cronbach Alpha; (r=0.92 for teacher trainees' questionnaires and r=0.90 for teacher educators' questionnaires). The results show that the extent to which leadership strategies in enhancing ICT integration were reflecting on ICT leadership approaches of ICT modeling, supporting with ICT facilities, inspiring, and evaluating the integration of ICT were positively responded by teacher educators and teacher trainees which conform with transformational leadership theory. However, other leadership strategies in enhancing ICT integration on ICT practices such as team working, encouraging ICT use, motivating, and empowering use of ICT in teaching and learning were responded contrarily by teacher educators and teacher trainees. Because of the variation of responses from teacher trainees to teacher educators, the study concluded that the extent to which the role of leadership strategies used to enhance the integration of ICT in teaching and learning was less effective. The study recommends that principals' capacity building through seminars and workshops especially on transformational and technological leadership skills could help to improve management teams' practices to enhance the integration of ICT in teaching and learning among teacher educators and teacher trainees.

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“…Introduction Today's students are the first generation of young people to have lived their entire lives in a society shaped by computer technology, and unlike previous generations, they will never experience a world without it (Kavagi, 2015). For this new generation of teachers and students technology is an essential and integral part of everyday life (Kayombo & Mlyakado, 2019). This new reality has fundamentally changed the way this generation thinks, conducts research, and communicates.…”

Section: Teachers' Use Of Computers In Teaching and Learning In Publicmentioning

confidence: 99%

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

Mchalo¹,

Koda²,

Mandila³

2021

ijird

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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.

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The paradox of ICT integration in secondary education in Tanzania: Assessment of teachers’ ICT knowledge and skills in Tanga and Mwanza regions

Cited by 7 publications

References 5 publications

Constraints Hindering Adoption of ICT in Government Secondary Schools in Tanzania: The Case of Hanang District

Constraints Hindering Adoption of ICT in Government Secondary Schools in Tanzania: The Case of Hanang District

Leadership Strategies in Enhancing Integration of Information and Communication Technology in Teaching and Learning in Public Teachers’ Colleges in Moshi District, Tanzania

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

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