Adoption of ICT as a Pedagogical Tool in Community Secondary Schools in Tanzania: Possibilities and Constraints

Autor/inn/en	Warioba, Mwema M.; Machumu, Haruni; Kulunga, Koloe; Mtweve, Leila
Titel	Adoption of ICT as a Pedagogical Tool in Community Secondary Schools in Tanzania: Possibilities and Constraints
Quelle	In: Education and Information Technologies, 27 (2022) 2, S.2835-2858 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10715-9
Schlagwörter	Foreign Countries; Secondary Education; Educational Technology; Technology Integration; Rural Schools; Energy; Access to Computers; Technical Support; Attitudes; Barriers; Technological Literacy; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Unterrichtsmedien; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Energie; Attitude; Einstellung; Verhalten; Technisches Wissen; Tansania
Abstract	The paper explores possibilities and constraints for adopting Information Communication Technology (ICT) as a pedagogical tool among teachers and students in community secondary schools (CSSs). The study used five CSSs located in rural peripheral in Serengeti District. Simple random and purposive sampling procedures were used to select a sample of 210 respondents including 180 students and 30 teachers. Data were primarily collected through standardized questionnaire and structured interview. The results revealed several possibilities for ICT adoption in some of CSSs namely, presence of electricity; presence of ICT devices; presence of technical support and positive attitude toward ICT use. Furthermore, the results showed several constraints for ICT adoption including insufficient of ICT devices: lack of technical support and lack of ICT skills and knowledge. The study findings suggest that teachers and students have positive attitudes towards the technology use. They are passionate and ready to use ICTs in teaching and learning because since other schools have possible determinants for ICT adoption like electricity power and few ICT gadgets. The recommends the government to invest adequately in CSSs residing in rural areas to reduce the digital divides between schools and/or teachers and students in the use of ICT as a pedagogical tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01