Browsing by Author "Chilumate, Charles M."

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    Investigation of the relationship between ICT acceptance and integration in public secondary schools
    (The University of Dodoma, 2016) Chilumate, Charles M.
    This study investigated the relationship between the degree of acceptance of ICT by school management and the integration of ICT in public secondary schools. Four secondary schools in Tanzania namely; Dodoma, Kaindege, Msalato and Kisasa were involved in this study. A sample of 67 including 63 teaching staff and 4 school administrators were involved in this study. Questionnaires were used to collect data concerning integration of ICT in public secondary schools from teaching staff. Interview was used to collect data concerning the factors that make school management pay attention to ICT from school administrator, ICT coordinator and teaching staff. The observation checklist was used to gather data from public secondary schools so as to verify information obtained through the interview and questionnaires. The questionnaire return rate was 100% which was good for generalization of the study findings. A Statistical Package for Social Sciences (SPSS 20) was used for data analysis and Pearson Correlation Coefficient was used to determine the nature and strength of the relationship. Data were presented in frequency and Tables. The findings revealed that, Easy access of knowledge, T/L aid, Students’ interests, Record keeping, Time management, Teachers’ will, Administrative will, Government support, Donors, Global changes, Collaboration with Universities, Exposure, Observability and Cost saving from either of the schools were the factors that make school management pay attention to ICT use. Teachers’ will and Donors were the only factors that appeared to all schools; hence they were regarded in this study as the factors that make school management pay attention to ICT adoption in public secondary schools. The relationship between degree of acceptance of ICT by school management and the extent of integrating ICT in public secondary schools was significantly and positively correlated.