Information and communication technologies (ICT) and teachers professional development in non government teachers colleges.

This study assessed the utilisation of Infuriation and Communications Technologies (ICTs) resources in the I) professional development in Non-Government Teacher Colleges (NGTCs). Specifically, it assessed availability and accessibility of ICTS in facilitating teacher professional development (TPD); explored preparedness and readiness of the teacher colleges; examining tutors' capability in utilising ICT; and identified factors that affect the utilisation of ICT in the promotion of ICT-TPD. Dar es Salaam region was chosen as study area. Three NGTCs respondents comprised of student-teachers, tutors, college principals, academic deans, ICT/heads of department took part. The study also involved officials from Teachers Education Department, Tanzania Institute of Education and Zonal School Inspectorate. In total 311respondents participated in the study. The conceptual framework was adopted from the Social-Systems Model for schools operation. Survey design was employed to obtain data through the use of questionnaires, interviews, documentary review and observations. Quantitative data were presented in tabular and chart formats; whereas qualitative data were subjected to content analysis. The study Findings established the following: (1) NGTCs preparedness an readiness to enforce ICT-TPD despite efforts remained relatively minimal; (2) the ICT-TPD strategies in place remained largely uncertain without being given adequate support from the government and other educational stakeholders; (3) the availability and accessibility of ICT resources in these colleges were insufficient; (4) ICT literate tutors were few due to the lack of in- house capacity building strategies; (5) these colleges were dogged by lack of technological competence and ICT facilities, inadequate technical support coupled with inadequate infrastructure; and (6) the colleges lacked funds to run the programme and. hence, failed to sustain the provision of high quality ICT facilities. Moreover, ICT/ICS were taught as distinct subjects un integrated across curriculum. The study recommends that NGTCs need to prioritise the provision and sustainability of JCT facilities and services. This emails ensuring the colleges have qualified and skilled tutors. The MoEVT, on baht-If of the government, should capacitive NGTC tutors and student-teachers in ICT. Overall, this will enable the provision of significant cost-effective ICT service, through enhancement of teaching and learning.