Browsing by Author "Maage, I"

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    Assessing information and communication technology (ICT) Integration in teaching and learning: A case study of Temeke Municipality in Dar es salaam, Tanzania.
    (University of Dar es salaam, 2020) Maage, I
    Assessing information and communication technology (ICT) Integration in teaching and learning: A case study of Temeke Municipality in Dar es salaam, Tanzania Ibrahim Maage Master of Research and Public Policy (MRPP) University of Dar es salaam, College of Social Science, 2020 This study assessed the integration of ICT in teaching and learning in secondary schools in Temeke Municipality located in dar es salaam,Tanzania . the specific objectives of the study were to establish the extent to which ICT resources are adequately available for facilitating teaching and learning in secondary schools: to examine the factors constraining the integration of ICT in teaching and learning in secondary schools: and to assess teachers’ and students’ perceptions about the integration of ICT in teaching and learning. A case study research design was employed whereby a sample of 100 respondents including 65 teachers and 35 students from 30 public and private secondary schools were involved. Data collection methods included questionnaires, observation and documentary review. The study found that most of schools lack ICT resources whereby out of 30 schools 9(30%) have adequate ICT resources while 12(40%) schools have absolutely no ICT resources and 9(30%) have inadequate ICT resources. It was further revealed that the ICT resources available in each school do not match with the number of students. Furthermore, schools were facing various ICT constraints including lack of enough time for using ICT, lack of training in ICT, lack of ICT resources, inability by the teachers and students to use ICT, lack of confidence to use ICT, reluctance to change from traditional to modern teaching and learning approaches; and lack of incentives. Moreover, the study found that teachers and students had negative perceptions regarding the of ICT integration. These include not being ready to learn ICT in order to use it in teaching and learning , not being motivated to use ICT in teaching and learning, lacking confidence to use ICT in teaching and learning being reluctant to use ICT in teaching and learning and feeling and that it is difficult to use ICT in teaching and learning.It is recommended that the government should be pro-active in implementing the existing ICT educational policies particularly in secondary schools by improving ICT schools’ infrastructures such as ICT classes and also supporting the installation of ICT equipment, distributing the ICT equipment to schools and recruiting professional ICT teachers. In addition, school managements should motivate teachers and students to learn how to use ICT in teaching and learning, organize in-service ICT training to teachers and mobilize funds for ICT. Also, it is recommended that the study should be conducted in other regions on the perception of educational stakeholders in integrating ICT in secondary schools in Tanzania.