Browsing by Author "Mwalongo, Alcuin"

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    Student teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinking
    (The University of the West Indies, 2018) Mwalongo, Alcuin
    The study examined student teachers’ and tutors’ perceptions of the use of uploaded resources for promoting critical thinking in three public universities in Tanzania. A sample of 69 participants was used. For complementarity and triangulation purposes, the study employed a mixed methods research approach. Data were collected through a survey, focus group discussions, interviews, and documentary review. Quantitative and qualitative data were analysed through SPSS 25 and MAXQDA 18 respectively. The findings suggest that the use of uploaded resources is likely to promote critical thinking, especially if uploaded resources are up-to-date, authentic, use a simple and clear language, and if a variety of them are used. The study revealed that there were no statistically significant gender differences in perceptions of the use of uploaded resources for promoting critical thinking amongst students. Implications related to key findings and areas for further research are discussed
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    Teachers’ perceptions about ICT for teaching, professional development, administration and personal use
    (Open Campus, The University of the West Indies, West Indies, 2011) Mwalongo, Alcuin
    Tanzania has been investing in the integration of (ICT) in education for several decades. However, little is known about teachers’ perceptions about ICT integration in education. This study examined teachers’ perceptions about the use of ICT tools for teaching, administration, professional development and personal use. Seventy four teachers were involved in the study. Data were collected through an online survey using SurveyMonkey and postings generated from the researcher’s blog. Qualitative data were downloaded from the blog and from SurveyMonkey; read word for word; and analysed using Weft QDA where themes related to the research questions were coded while quantitative data from SurveyMonkey were analysed online in the form of percentages. Results indicate that while the frequency of use of ICT was influenced by access, the competence of ICT use was influenced by training; teachers used ICT in a wide range for teaching, administration, professional development and personal use. However, teachers did not use ICT to radically change their pedagogical practices, but rather to sustain their traditional practices. Future research could focus on classroom observations to ascertain the actual use of ICT as data for this study have solely depended on self-reports; and the role of school leadership for integration of ICT in the teaching-learning process needs to be examined.
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    Teacher’s knowledge, beliefs and pedagogical practices in integrating ICTs in different curriculum areas in secondary schools: a case study of Pakistan
    (EBSCO Industries, Inc, 2010) Mwalongo, Alcuin
    This study set to explore teachers’ knowledge, beliefs and pedagogical practices in integrating information and communications technology (ICT) in curriculum areas in a private secondary school in Karachi, Pakistan, through a case study of four teachers. Data were collected through classroom observations, interviews, informal conversations and analysis of documents, and analysed using QSR NUD*IST. It was found that teachers’ knowledge, beliefs and pedagogical practices significantly influenced how teachers integrated ICT in the curriculum areas. Due to limited time, the study could not trace longer how the teachers’ knowledge, beliefs and pedagogical practices changed over time, thus, a longitudinal study is needed to trace how teachers’ knowledge, beliefs and pedagogical practices change over time.