Teachers’ adoption of ICT to improve teaching and learning in Tanzania government secondary schools: the case of Hanang district

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dc.contributor.author Kweka, Kunda Humphrey
dc.date.accessioned 2018-10-09T09:15:18Z
dc.date.available 2018-10-09T09:15:18Z
dc.date.issued 2017
dc.identifier.citation Kweka, K. H. (2017). Teachers’ adoption of ICT to improve teaching and learning in Tanzania government secondary schools: the case of Hanang district. Dodoma: The University of Dodoma en_US
dc.identifier.uri http://hdl.handle.net/20.500.12661/459
dc.description Dissertation (MA Education) en_US
dc.description.abstract This study attempted to identify Teachers' Adoption of ICT to Improve Teaching and Learning in Tanzania Government Secondary Schools. Being a developing country, Tanzania is far behind than the ideal ICT practices, in teaching and learning, though a number of initiatives have been taken by the government as well as other development agencies. This research shed light on the teacher‟s competence of using ICT, teacher‟s readiness of using ICT, perceived benefits of using ICT and the challenges of using ICT in teaching and learning. The study employed constructivism theory of learning, Diffusion of Innovation theory and The Systematic Planning Model for ICT Integration to guide the process of data collection, analysis and interpretation. The study employed a cross-section research design and the mixed approach which comprised of quantitative and qualitative approaches. An in-depth analysis was conducted on 75 teachers of government owned secondary schools, 15 Heads of Schools, 1 DEO and 3 Quality Assurers of Hanang district. However, questionnaires, interviews and observations were the tools used by the researcher to obtain information. Qualitative data were analyzed through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS version 21. The findings revealed that, most of the secondary school teachers were not competent in using ICT in teaching and learning due to different challenges such as lack of ICT facilities, lack of computer lab in schools, and lack of pre-service and in-service teachers training. Moreover, most of the teachers were ready to adopt ICT in teaching and learning though they were not competent. However, the benefits of using ICT are improving teaching quality and support cooperative and interactive learning. Finally, recommendations were made for the school authority, the government as well as the teachers and the policy makers to bring positive changes before introducing ICT based teaching and learning at secondary schools education. en_US
dc.language.iso en en_US
dc.publisher The University of Dodoma en_US
dc.subject ICT en_US
dc.subject Teaching en_US
dc.subject Learning en_US
dc.subject Secondary schools en_US
dc.subject Government en_US
dc.subject Government secondary schools en_US
dc.subject Hanang en_US
dc.subject Tanzania en_US
dc.subject Teachers perceptions en_US
dc.subject ICT skills en_US
dc.subject ICT infrastructure en_US
dc.subject Information and Communication Technology en_US
dc.subject ICT adoption en_US
dc.subject Teachers' perceptions en_US
dc.subject Teaching quality en_US
dc.title Teachers’ adoption of ICT to improve teaching and learning in Tanzania government secondary schools: the case of Hanang district en_US
dc.type Dissertation en_US


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