Classroom support for students’ digital literacy skills for learning in Tanzania’s public universities

dc.contributor.authorNalaila, Stephano
dc.contributor.authorWawire, Violet
dc.contributor.authorMugo, Peter G.P
dc.date.accessioned2024-04-17T18:53:31Z
dc.date.available2024-04-17T18:53:31Z
dc.date.issued
dc.descriptionA research article submitted to the Development in Practice journal
dc.description.abstractThis paper explores classroom support for students’ acquisition of digital literacy skills for learning at the University of Dar es Salaam and Sokoine University of Agriculture in Tanzania. The paper contains qualitative data collected through questionnaires and informal discussions. The study found limited classroom support for students’ digital literacy skills for learning because instructors are not prepared for it. Teaching activities that instructors implement do not reflect the attributes of digital literacy skills students should possess. Therefore, the paper challenges universities to mainstream students’ digital literacy skills and train instructors to assume the skills support role
dc.description.sponsorshipPrivate
dc.identifier.citationAPA
dc.identifier.issnhttps://doi.org/10.1080/09614524.2022.2104219
dc.identifier.urihttps://scholar.mzumbe.ac.tz/handle/123456789/685
dc.language.isoen
dc.publisherDevelopment in Practice, 2022
dc.subjectDigital literacy skills
dc.subjectICT use for learning
dc.subjectclassroom support
dc.titleClassroom support for students’ digital literacy skills for learning in Tanzania’s public universities
dc.typeArticle
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