Browsing by Author "Kasege, Bumi Joshua"

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    Information and communication technology (ICT) and teaching and learning in teacher training colleges of Ruvuma and Mtwara Regions in Tanzania
    (University of Dar es Salaam, 2011) Kasege, Bumi Joshua
    This study sought to investigate the application of ICT’s in enhancing the teaching and learning process in Teacher Training Colleges (TTC) in Tanzania. Specifically, the study explored the main ICT facilities that were introduced and used in TTCs, their availability and accessibility. The study also examined how tutors as well as student teachers were trained on how best they could apply ICT knowledge and skills in supporting teaching and learning in TTCs. Moreover, the study examined the challenges of applying ICT skills in the teaching and learning process in TTCs. This study involved Songea and Mtwara TTCs in Ruvuma and Mtwara Regions respectively. A qualitative research design was employed during the study. The sample of this study included 314 participants to include 35 tutors, 279 student teachers, 2 ICT coordinators and 2 academic deans. Data were collected using questionnaires, interviews, documentary review, and observations. The results of the study revealed that both TTCs were supported by SIDA project, but there was a critical shortage of computers compared to the number of users, hence leading to difficulties in accessing ICT facilities. In addition, other difficulties in accessing the computer were the limited time for using computers, lack of reliable electricity, strict rule barring student teachers from using computer labs out of class hours and poor network system. Furthermore, the study revealed that there were poor training opportunities for tutors. Therefore, tutors were unable to use ICT effectively to support teaching and learning. As a result student teachers mostly learnt the basic use of computer and not the applications in terms of pedagogical use of ICT in the teaching and learning process. Therefore, their ability to apply ICT in supporting their learning was minimal compared to the potentials of ICT in the teaching and learning process. Based on the findings, the study concluded that the whole process of ICT application in enhancing teaching and learning in TTC’s is dominated by various constraints which critically affected ICT application in the teaching and learning process in TTC’s. Therefore, the study recommends that the government, through the department of teacher education in MoEVT, should provide sufficient ICT facilities, train more tutors on the pedagogical aspects of ICT use and provide enough time for training for both tutors and student teachers. In-service training for tutors should be sustainable. In addition, the Tanzania Institute of Education should review the current ICT syllabus to suit the pedagogical aspects of teaching with computers.