The use of ICT among Teachers of Science and Non-science Subjects in Private and Public Secondary Schools in Tanzania: A case of Dodoma Municipality

Abstract

In Tanzania, there have been conceited efforts to integrate various technologies, particularly, Information and Communication Technology (ICT) in the education system.The key stakeholders for these efforts are teachers who are working at the very base of the Tanzanian education systems which include primary schools and secondary schools. The private sector has embarked the same initiatives to utilize ICT in teaching and learning processes. In this paper, a comparison in the extent of the utilization of ICT among teachers of science and non-science subjects in both private and public schools in Tanzania is studied, a case of Dodoma municipality. The study employed Chi-Square distribution technique and it reveals that there is no relationship between teachers of science and non-science in the use of ICT tools and ICT applications. However, there is a significant relationship in the use of ICT and attending ICT short training and vice versa. Such knowledge contributes to the understanding of the ICT training schemes to secondary school teachers and the possibility of providing specialized ICT training according to whether teachers are involved in science or non-science subjects.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

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Teachers' pedagogical attitude on using digital lesson contents in teaching and learning in Zanzibar secondary schools

“…In Slovenia, a study conducted by Štemberger and Čotar Konrad [34] discovered that the low level of professional competence of teachers affects teachers' pedagogical attitudes to using digital lesson content for teaching. The study by Gilbert, Ismail and Manyilizu [10] found a shortage of training as one factor affecting teachers' attitudes toward using digital lesson content for teaching and learning. The study conducted in Tanzania by Ndibalema [20] reported a lack of teachers' training from educational colleges regarding digital lesson contents as a significant factor affecting teachers' attitudes in using digital lesson contents for teaching and learning.…”

Teachers' digital competency in using digital lesson content for teaching and learning in secondary schools in Zanzibar

“…For example, Ndibalema [20] found that teachers need to gain a better pedagogical competence towards using ICT for teaching and learning due to a lack of readiness, poor training and poor professional support from school management. Likewise, Gilbert et al [11] found that secondary school teachers had low teaching techniques caused by a lack of training in using digital lessons for the teaching and learning process. This shows that the teachers' digital competence is a challenge that needs more consideration for supporting teachers in the teaching and learning process to attain the expected learning needs and quality education.…”