Browsing by Author "Ngeze, Lucian V."

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    ICT integration in teaching and learning in secondary schools in Tanzania: Readiness and way forward
    (Science Publishing Group, 2017) Ngeze, Lucian V.
    The use of Information and Communication Technologies (ICTs) in teaching and learning has brought new teaching and learning experience to both teachers and students in many countries. Tanzania has made several efforts to achieve this but little has been done to determine the readiness of our schools and teachers in terms of ICT infrastructure and possession of other gadgets to help in the integration of ICT in education. This study aimed at looking into the readiness of Secondary Schools to successfully integrate ICT in teaching and learning activities, and teachers in terms of knowledge, skills and possession of ICT devices. Data were collected from 202 teachers selected from 32 Secondary Schools from all the Educational Zones in Tanzania. The study revealed that most schools do not have ICT infrastructure in place. In schools where ICT infrastructure is present, student to computer ratio is very high. On the other hand, teachers are ready to use ICT in their teaching and learning activities if and only if they have the skills and knowledge to do so. The findings revealed that most of the secondary school teachers (77.0%) now possess either a laptop or a smartphone or both. This is an implication that they are ready to use such tools in the teaching and learning process if they are directed how best they can be used. The study recommends the Ministry of Education, Science, Technology and Vocational Training (MoESTVT) to increase the effort in training teachers on ICT, setting up adequate ICT infrastructure in many schools and setting up a framework for the implementation of the same.
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    Learning management systems in higher learning institutions in Tanzania: Analysis of students’ attitudes and challenges towards the use of UDOM LMS in teaching and learning at the University of Dodoma
    (Foundation of Computer Science, 2016) Ngeze, Lucian V.
    A number of higher learning institutions in Tanzania have implemented Learning Management systems (LMSs) to manage online teaching and learning. However, effective use by both learners and instructors has been hindered by many challenges. This paper analyzes the students’ attitude towards the use of such systems with a focus on the University of Dodoma (UDOM). An online questionnaire was administered to sixty students from three different colleges who took different courses delivered in blended mode, with an online component through the University of Dodoma Learning Management System (UDOM LMS). The study found out that among the factors that hindered the use of the system, lack of skills to use the system and network issues were the key one. Students used their own laptops and mobile devices (mobile phones and tablets) to access the system. Students preferred being connected to the Internet using wireless modems than going through the college Local Area Network (LAN). To improve the use of the system, students suggested on improving the University network and training users on how the system works. There were also other suggestions such as uploading course materials and assessment activities on time, improving power outages and connectivity, and introducing Distance Learning programmes.
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    Online teacher communities of practice: a proposed model to increase professional development in Tanzania
    (Journal of Informatics and Virtual Education, 2015) Liana, Leyla H.; Ngeze, Lucian V.
    Communities of Practice (CoPs) have been deployed in many settings and proven to be very successful in sharing knowledge in many settings. In today ‘s world, people from different organizations and sectors need to work together in many ways to achieve a common goal. In the education sector, CoPs have played a key role in sharing some pedagogical skills among teachers at different levels. However, Information and Communication Technology (ICT) in these CoPs has not been fully deployed to help in the teacher‘s professional development. This paper aimed at designing a CoP using ICT to increase collaboration among teachers, assist in their professional development and improve pedagogy. Data were collected through an online questionnaire. Sixty teachers from 11 different Secondary School Inspectorate Zones participated and responded. The results showed that the use of CoPs can help accelerate teachers ‘professional development. The study proposed a model of an effective CoP for teachers using information and communication technologies. It consists of a website linked to social networks which give alerts to other teachers elsewhere using mobile phones or computers. The suggested model once implemented will help teachers share skills and knowledge in different subjects of their interest.