Browsing by Author "Abdalah, Ahmada"

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    Using social media as a tool to enhance professional learning among science teachers in Kondoa district
    (University of Dar es Salaam, 2016) Abdalah, Ahmada
    This study intended to assess the use of social media as a tool to enhance professional learning among science teachers. The study was underpinned by an interpretive research paradigm. It adopted a qualitative research methodology using a multiple case study design. The study involved three secondary schools from suburban area and seven secondary schools from urban area. The sample size comprised a total of 49 informants, of which 14 were involved from private and 35 from public secondary schools. The data were collected through semi-structured interview and focused group discussions. The data obtained were analyzed through content analysis and presented in percentages. The findings indicated that majority of science subject teachers had positive perceptions towards social media applications in daily lives teachers professional learning. It was also revealed that 88.9% of science teachers use social media for social matters, such as entertainment, social leisure, and chatting, and sending instant messages. In addition, study findings indicated that science teachers had inadequate understanding of integrating social media to support their professional learning. Science teachers claimed that social media have minimal contributions in enhancing professional learning. The findings further show that majority of science teachers in urban area have opportunities to access internet services through their mobile phone and few of them use laptops. Also, the study findings show that most of science teachers who came from suburban area have low access to internet services. The study findings indicated that science teachers are facing a lot of challenges on using social media in enhancing professional learning networks, such as poor internet access in some areas, inadequate skills in using social media for professional learning, lack of awareness of most science teachers to use social media as professional tool, cost implications for buying internet bundles and devices and misuses of social media. The study recommends effective in-service training be conducted to help science teachers with knowledge and skills on using social media as a tool to enhance professional learning. Science teachers should establish professional learning networks by creating social groups in social media. Also, the government should ensure that all relevant supportive devices, such as mobile phones, and laptops are available to ensure involvement of every science teacher in professional learning.