ICT for enhancing early grade literacy and numeracy in Nyarugusu Refugees Camp, Kigoma Tanzania: Teachers’ experience on blended professional development

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dc.contributor.authorNdibalema, Placidius
dc.contributor.authorMsangi, Frederick Julius
dc.date.accessioned2020-11-26T08:03:38Z
dc.date.available2020-11-26T08:03:38Z
dc.date.issued2019
dc.descriptionFull text articleen_US
dc.description.abstractThe 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.en_US
dc.identifier.citationNdibalema, P. & Msangi, F. J. (2019). ICT for enhancing early grade literacy and numeracy in Nyarugusu Refugees Camp, Kigoma Tanzania: Teachers’ experience on blended professional development. In the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA), (pp 316-336). The University of Dodoma, Tanzania.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2629
dc.language.isoenen_US
dc.publisherThe University of Dodomaen_US
dc.subjectEarly grade literacyen_US
dc.subjectNumeracyen_US
dc.subjectEarly grade numeracyen_US
dc.subjectNyarugusu refugees campen_US
dc.subjectProfessional learningen_US
dc.subjectProfessional identityen_US
dc.subjectCommunity inquiryen_US
dc.subjectBlended professional developmenten_US
dc.subjectKigomaen_US
dc.subjectTanzaniaen_US
dc.subjectICTen_US
dc.titleICT for enhancing early grade literacy and numeracy in Nyarugusu Refugees Camp, Kigoma Tanzania: Teachers’ experience on blended professional developmenten_US
dc.title.alternativeIn the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA)en_US
dc.typeConference Proceedingsen_US
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