Teachers’ perception of and attitudes towards integrating ICTs in education; a case study of selected secondary schools in Dar es Salaam region, Tanzania.
| dc.contributor.author | Kambagha, Asha Hashim | |
| dc.date.accessioned | 2019-08-06T09:51:59Z | |
| dc.date.accessioned | 2020-01-08T09:08:04Z | |
| dc.date.available | 2019-08-06T09:51:59Z | |
| dc.date.available | 2020-01-08T09:08:04Z | |
| dc.date.issued | 2008 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study aimed at finding out teachers' perceptions and attitudes towards integration of ICT in education in Secondary Schools in Dar es Salaam region. This study was basically qualitative and data was mainly collected through questionnaires and interviews. Major findings of this study revealed that the majority of teachers were aware of ICT facilities and ICT integration but they are not integrating ICT in their teaching. It is also observed that the knowledge and the extent of competence in using ICT facilities in the teaching and learning process are insignificant. However, teachers have a positive perception of ICT integration in teaching and learning process. Therefore, it is recommended by the teachers and students that ICT integration in education is useful because it facilitates both teaching and learning. Although they acknowledged the usefulness of ICT in educational systems, they pointed out some barriers which hinder its effectiveness, such as inadequate facilities, lack of knowledge and enough skills due to insufficient training, lack of technical support and inadequate time to plan the lessons. Based on the findings, it is recommended that education stakeholders ensure that there is adequate provision of ICT facilities in their institutions as well as training and user education for both teachers and students. Furthermore, curriculum developers should directly link ICT to the curriculum and education institutions should ensure available technical support. Also, teachers need adequate time beyond the normal teaching schedule to update their teaching methods in line with the latest developments in educational technology. This study also suggests areas for further research; first to conduct related studies in other regions as it was not possible to find out teachers' perceptions and attitudes towards integration of ICT in education in all regions in Tanzania; second, to investigate methods of planning, implementing and evaluating a professional development programme or pre-service training that supports, the use of ICTs in the teaching and learning process. | en_US |
| dc.identifier.citation | Kambagha, A. H. (2008). Teachers’ perception of and attitudes towards integrating ICTs in education; a case study of selected secondary schools in Dar es Salaam region, Tanzania. Master dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/search.aspx?formtype=advanced) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/3741 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Secondary education | en_US |
| dc.subject | Computer networks | en_US |
| dc.subject | Information technology | en_US |
| dc.subject | Dar es Salaam region | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Teachers’ perception of and attitudes towards integrating ICTs in education; a case study of selected secondary schools in Dar es Salaam region, Tanzania. | en_US |
| dc.type | Thesis | en_US |