Browsing by Author "Kweka, Kunda Humphrey"

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    Constraints hindering adoption of ICT in government secondary schools in Tanzania: The case of Hanang district
    (Scientific Publishing Institute, 2018) Kweka, Kunda Humphrey; Ndibalema, Placidius
    This paper addresses teachers’ skills on ICT integration in teaching and learning and constraints that hinder the adoption in Government owned secondary schools. The study employed a cross-section research design which guided the collection of both quantitative and qualitative data. Simple random sampling was employed in the selection of participants of which data were collected from 75 teachers in government secondary schools, 15 Heads of Schools, 1 DEO and 3 Quality Assurers. Questionnaires and interviews were used to obtain data. Qualitative data were analysed through content analysis while descriptive statistics was used to analyse quantitative data with the aid of SPSS version 21. The findings revealed that, most of the secondary school teachers had minimal skills of integrating ICT in teaching and learning due to different challenges such as lack of ICT facilities, inadequate computer labs in schools, and inadequate pre-service and in-service teachers training. Finally, the paper recommends a holistic approach in harmonising the curriculum requirements and the ICT policy strategies so as to create awareness among teachers, thus develop the required ICT pedagogical skills.
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    Teachers’ adoption of ICT to improve teaching and learning in Tanzania government secondary schools: the case of Hanang district
    (The University of Dodoma, 2017) Kweka, Kunda Humphrey
    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.