Browsing by Author "Katunzi-Mollel, Kokuberwa Rehema Upendo"

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    Gender analysis of information communication technology adoption into teaching, learning and research by faculty and students of selected universities in Tanzania
    (University of Dar es Salaam, 2013) Katunzi-Mollel, Kokuberwa Rehema Upendo
    Using gender as a tool for analysis, the study investigated the extent of ICT adoption in teaching, learning and research in four purposefully selected Universities in Tanzania. Literature review on adoption of ICTs in education and higher education in Africa and Tanzania revealed the absence of comprehensive studies on ICTs to support the core functions of the Universities. A descriptive research design, which utilized a blend of methodological approaches, was used in this study. The sample comprised of 150 faculty members, 481 students, and 19 key informants. Data were collected through questionnaire, key informant interviews and participants observation and were analyzed using SPSS. Results of the study revealed that, Universities have made modest progress in developing ICT infrastructure to support both academic and administrative functions. However, unequal levels of access to computers between and among faculty and students were observed; while most faculty members have ample access to a connected computer; students are restricted in accessing computers and the Internet. The study revealed that, Faculty members and students are highly engaged with the computer and the Internet; mainly for word processing, e-mails, and to access information for teaching and assignments. The study found no significant gender disparity in the utilisation of computers, computer competence and attitudes towards ICTs. Findings revealed that, female respondents have less access to computer than their males counterparts. Barriers that limit adoption of ICTs were mainly at the institutional level and comprise of inadequate computing facilities; unreliability of the available technologies; lack of technical, pedagogical and administrative support; and lack of institutional policy to guide the implementation of ICTs in teaching and learning processes. Concerted efforts are required at the National, Ministerial and Institutional levels to increase availability, access and adoption of ICTs in higher education institutions.