An evaluation of the implementation of the policy on information communication technology (ICT) in primary schools in Magu District

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dc.contributor.authorGombanila, Alice Mhindi
dc.date.accessioned2019-06-26T10:52:05Z
dc.date.accessioned2020-01-08T09:12:45Z
dc.date.available2019-06-26T10:52:05Z
dc.date.available2020-01-08T09:12:45Z
dc.date.issued2011
dc.descriptionAvailable in print formen_US
dc.description.abstractThe purpose of this study was to examine the extent to which ICT has been implemented in primary schools in Magu district. The objectives were to examine the extent to which education stakeholders are aware of the policy governing the implementation of ICT at primary school level, to examine the availability and accessibility of ICT facilities (computer, radio, television) for schools, teachers and pupils in primary schools, to examine whether there are teachers who are qualified and skilled to teach the subject of ICT in schools within the curriculum requirements, and to identify the constraints that hinder the implementation of ICT in primary schools. The study used a survey design. Both qualitative and quantitative approaches were used. The area of the study was Magu district in Mwanza region, covering nine primary schools. The sample included 3DEOs, 2DIs, 4WECs, 9HTs, 18 school committee members, 55 teachers, and 207 pupils. Data were collected through documentary review, observation, interviews, focus group discussions and open and closed ended questionnaires. The findings of the study were that a high proportion of stakeholders were not aware of the policy governing implementation of ICT at primary school level, there was shortage of ICT facilities, teachers and student had limited access to the available ICT facilities, most of the teachers lack ICT skills and have insufficient qualifications related to the subject. In general, implementation of ICT in primary schools faced problem of inadequate supporting infrastructure e.g. power supply. The study concluded that implementation of ICT in primary schools is still basically traditional in approach contending with scarce resources and competence. The study recommends that in order to have effective implementation of ICT, the subject should be prioritized at all levels by education stakeholders and government. This implies recruitment of ICT experts, providing mentoring and coaching courses through in-service training for teachers, promotion of the culture of valuing ICT in school administration and in integrated teaching and learning.en_US
dc.identifier.citationGombanila, A. M (2011) An evaluation of the implementation of the policy on information communication technology (ICT) in primary schools in Magu District. Master dissertation, University of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/detail.aspxen_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/3811
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectInformation technologyen_US
dc.subjectTelecommunication policyen_US
dc.subjectGovernment policyen_US
dc.subjectEducationen_US
dc.subjectElementaryen_US
dc.subjectPrimary schoolsen_US
dc.subjectComputer assisted instructionen_US
dc.subjectMagu Districten_US
dc.subjectTanzaniaen_US
dc.titleAn evaluation of the implementation of the policy on information communication technology (ICT) in primary schools in Magu Districten_US
dc.typeThesisen_US

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