Adoption of information and communication technology as a pedagogical tool in community secondary schools: A case of Serengeti district in Tanzania.
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mzumbe University
Abstract
Although the integration of Information and Communication Technologies (ICTs) has revealed positive changes in teaching and learning, it is still poorly practised in Tanzania. Despite various efforts to improve it, little has been done on students’ and teachers' experiences of ICT adoption in community schools. This study was guided by constructivism theory and technological pedagogical content knowledge (TPCK) framework, explored students’ and teachers' experiences on the adoption of ICT as a pedagogical tool in community secondary schools in Serengeti district, Tanzania. This study employed a descriptive research design with 210 respondents from five community secondary schools in Serengeti district using simple random sampling and purposive sampling techniques. Questionnaires, semi structured interview, and observation checklist were used to collect data. Frequencies and percentage were computed from quantitative data through Statistical Product and Service Solutions (SPSS) version 25, while qualitative data were thematically analysed. The findings revealed that teachers have varied experiences and basic skills on ICT use, while students have inadequate experiences and basic skills on ICT use. Similarly, the findings indicated that few schools have potentials and opportunities for ICT adoption. However, lack of TPCK, ICT devices, technical support and regular power cut off, were the constraints against effective accessibility and integration of ICT in teaching and learning. Moreover, ICT use facilitate teaching and learning process, enhance students' academic performance, develop health problems such as eyestrain and improved teachers' TPCK. Conclusively, ICT use is inevitable in addressing inadequate learning resources due to students’ mass enrolments. The study findings have implications to policy makers to consider both students and teachers in counterbalancing the discrepancies on the use of ICT as pedagogical tool and implementation of ICT policy for basic education of 2007.
Description
A dissertation submitted in partial fulfilment of the requirement for the degree of Masters of Arts in Education (MA-EDU) of Mzumbe University.
Keywords
Adoption of ICT, Teachers’ basic ICT skills, Pedagogical tool in community
Citation
APA