Browsing by Author "Msangi, Frederick Julius"

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    Bridging the digital divide among children in Nyarugusu Refugee Camp: The promise of digital learning environment
    (The University of Dodoma, 2019) Ndibalema, Placidius; Msangi, Frederick Julius
    The purpose of this paper is to provide a deep understanding of different initiatives that are available in bridging digital divide among pupils in primary schools in Nyarugusu Refugee Camp. The study was inspired by the initiatives available in the camp on bridging the digital divide, hence the need to explore teachers’ lived experiences on the matter. The study employed a qualitative approach embedded on phenomenology research design in which 12 early grade teachers participated in sharing their lived experiences as they work in ICT based model classrooms. Data collected through the Focus group discussion and interviews were subjected to content/thematic analysis. The findings on the perceived benefits during ICT integration in model classroom include: Easy accessibility of digital information, added value in teaching and learning, exposure to technological skills and establishment of collegiality. The findings on the experienced challenges during the ICT integration in the model classroom include the following: Limited access to technological devices, limited support from the school management, lack of adequate instant technical assistance, insufficiency ICT knowledge and skills as well as lack of technological continuity at home. The study contributes to the clear understanding of ICT prospects in lifelong learning among refugee children in Nyarugusu camp. It provides a broader vision on the possibilities of investing on ICT facilities as tools to transform children’s thinking and creative potentials. The paper recommends, setting out of achievable ICT integration school strategy addressing the vision, goals and objectives which might help the school management to determine the achievable key indicators and how to assess the intended outcome. Further investigation may be done to assess the contribution of ICT to psychosocial support for refugee children and child protection in the camp.
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    ICT for enhancing early grade literacy and numeracy in Nyarugusu Refugees Camp, Kigoma Tanzania: Teachers’ experience on blended professional development
    (The University of Dodoma, 2019) Ndibalema, Placidius; Msangi, Frederick Julius
    The paper addresses the professional learning opportunities and challenges of early grade teachers during the implementation of the site based training. The training is one of the project activities about ICT for Enhancing Early Grade Literacy and Numeracy in Nyarugusu refugee camp. The project brings out the innovations by transforming the pedagogical approaches into digital content based learning where three ICT model classrooms, an android Classroom Learning Management System (Tujifunze), solar power system and Local Area Network have been established in Nyarugusu Refugee Camp (NRC). The paper, therefore, outlines the findings from 18 early grade teachers who participated in the training and provided feedback on the task. The evaluation of the training employed the two levels of the Kirkpatrick model to seek teachers’ reaction towards the training and professional learning. Questionnaire and narrative interview were employed as data collection tools. Descriptive data and framework analysis strategies were employed during data analysis. The findings indicate improved confidence in ICT integration, increased readiness for ICT adoption and improved peer collaboration. Insufficient time and facilities to necessitate ICT integration in professional learning and teaching were some of the challenges mentioned by the participants. It is concluded that technological adoption in schools requires a mind-shift among teachers so as to teach and learn in new approaches and collaborate beyond the school environment. The paper recommends a blended professional development approach which seems to have significant contributions towards technological acceptance in teaching and teachers’ professional development. The adoption needs teachers' commitment towards the programme objectives and school managers need to ensure availability of school resources such as internet connectivity. Further research is recommended on the third and the fourth Kirkpatrick level of programme evaluation.