Essay: Essay 2017 03 30 000Cd6



   CHAPTER  ONE

  1.0 Introduction

1.1 Background to the Study.

1.1.1 ICT Policy in Tanzania

Information and Communication Technologies (ICT) have advanced since the end of 20th Century and have led to multiple convergences of content, computing, telecommunications, internet and broadcasting. They have brought about changes in other areas in the world, particularly in knowledge management and human resources development. Increasing capacity of ICT has further been empowered by the growth of a global network of computer networks known as the internet for facilitating teaching and learning process. It has impacted the way business is conducted, facilitating learning and knowledge sharing from one point to another, generated global information flows, empowered citizens and communities in ways that have redefined governance, and have created significant wealth and economic growth resulting in a global information society. The gap between the able and those unable, to participate in knowledge economy is currently termed as the ‘digital divide’. This digital divide is evident within nations, and between the developing and the developed world. The current Tanzania ICT situation requires urgent steps to enable Tanzanians to participate meaningfully in the knowledge economy, recognizing that Tanzania has low levels of human capacity development, local content creation, ICT infrastructure and access which together lead to high costs of participation.

1.1.2 Policy of ICT in general.

According to Ministry of Education and Vocational Training (2007) report  has shown  Objectives of ICT Policy for Basic Education as follows:-

1. Ensure that there exists equitable access to ICT resources by students, teachers and administrators in all regions and types of educational institutions and offices.

2. Facilitate the development and use of ICT as a pedagogical tool for teaching and learning, and for the professional development of teachers, administrators and managers.

3. Facilitate the use of ICT resources in schools and colleges by the neighbouring community; foster the evaluation of dynamic strategies that will address networking security issues.

4. Facilitate the use of ICT as a tool for assessment and evaluation of education, as well as administration and management;

5. Establish mechanisms that will result in at least cost access to bandwidth for institutions or individuals in Tanzania.

6. Ensure all installed ICT infrastructures and capacity are utilized effectively and contributed to resilience and redundancy.

1.1.3 Challenges of ICT in Tanzania

Apart from the Policy objectives set by Government of Tanzania in order to improve ICT mechanism in Tanzania, there are so many challenges that the Government faces, some of these challenges can be achieved by Private sectors ,which are as follows:

1. Building adequate ICT infrastructure.

2. Address connectivity issues.

3. Developing appropriate software plans and strategies.

4. Promote convergence of voice, data, computing and Voice over IP (VoIP).

5. Mobilize strategic investments.

6. Compliance with regional and international ICT infrastructure standards.

7. Improve access to basic socio-economic and cultural services.

8. Meet universal access obligations.

1.1.4 Efforts to Overcome the Challenges

In facing the challenges effort has been made by Badiliko Project so as to improve ICT infrastructure in some regions such as Dar es salaam, Tabora, Morogoro, Bukoba and Zanzibar where over 240 teachers and schools educators have been trained. The project has been initiated by The British Council in Partnership with Microsoft .A series of discussions across the Badiliko countries have taken place between the government and potential partners, including World Vision, Global e-Schools and Communities Initiative(GESCI), Discovery Channel Global Education Project, Iway Africa, Aga Khan Foundation, Safaricom, Glo Nigeria, Orange, Nokia, FAWE (Forum of African Women Educationalists), Airtel Africa, amongst others for connectivity, hardware and content.

Partnerships are underway with partners who will play a key role in the delivery of the activities.

Internally, talks have been held with the British Council English team and Microsoft Africa team for some of the content to be preloaded onto the digital hubs servers during installation and setup. The British Council English team has begun a pilot project, loading Multi-point Server 2011 and other similar material into 3 digital hubs in with the schools programme in Tanzania. The vision is to enhance the offer of these digital hubs, positioning them as teacher development nodes.

1.1.5 Badiliko Project

The Africa Digital Schools Project ‘Badiliko’ is the first project to be implemented as part of the new global agreement between Microsoft and the British Council. Over the next two years, the two companies will each invest $1M in cash, plus staff and in-kind resources to build 80 digital hubs across 6 Sub Saharan countries, including Tanzania.

The project, officially launched in November 2011, aims at improving ICT use in innovative teaching practice, helping teachers sharpen their English language skills, and providing content to help educators increase their students’ knowledge and ability to engage in a global environment. In implementing the Badiliko project the British Council aimed at achieving the following objectives:-

1. To improve access and quality in education, training, and technology around the world. Project Badiliko will provide teachers and learners across Africa with the 21st Century skills they need to live and work in a global economy.

2. To deliver a series of policy workshops with host governments and stakeholders in each of the six countries. These workshops aim to contribute to the development of national ICT in Schools strategies, leveraging the Badiliko experience.

3. To develop a more positive attitude in young people towards each other’s countries and Cultures based on greater knowledge and the capacity and willingness to engage across cultures, developing the skills necessary for successful inter cultural dialogue.

4. To enable young people to develop the skills, and create opportunities to become global citizens and act as agents of positive social change.

5. To contribute to education policies that support internationalism and respect the contribution of the people.

1.1.5.1 The benefits from Badiliko digital Hubs.

A Computer Laboratory is set up with 20 networked desk-top computers. Each hub has a digital ambassador who acts as the lab administrator and helps with ICT training. Staff and students from shared schools have access to British Council’s on-line professional development and English language materials. All machines have Microsoft Office programmes such as Power Point, Word and Excel installed and other supportive programmes. The computers are also equipped with Microsoft Learning Suite, which includes Auto College, Song smith Photo Story and Window Live Movie Maker. The British Council Digital Hubs are located in schools or district education offices but serve a wider cluster of schools in their areas as well as being open to the wider community.

'Badiliko is providing a chance for us to acquire computers skills and knowledge hence we can interact and communicate with others better and reflect this in our teaching.' ‘ Innocent Emmanuel Sawe Akyoo, Teacher at Nkoarika Primary School, Arusha

1.1.5.2 Establishment of Badiliko Project in Tanzania in General.

Most recently, Microsoft announced on 24th January, 2012, that it was partnering with the British Council in Africa to deliver their Africa Digital Schools Project aimed at assisting in ‘bridging the digital divide’, in six African countries. The aim is to bring new technology to African schools as part of boosting of education experiences through Microsoft's technology Called ‘BADILIKO,’ the Swahili word for change; the aim is to bring new technology to African schools as part of boosting education experiences through Microsoft's technology.

According to a statement, each company contributed $1-million as well as technical expertise to accelerate the implementation of this innovative project that seeks to embed ICT in learning. Microsoft and the British Council stressed that the Africa Digital Schools Project will ‘enrich e-learning while improving ICT skills among teachers and students to boost their competitiveness in a global village.’ The $2-million seed money availed by Microsoft and British Council will be spent on the establishment of eighty digital hubs across the six sub-Saharan countries which includes Tanzania.

The British Council has managed to connect teachers and learners around the world, so they can learn from each other, access knowledge and ultimately become global citizens. Teachers are able to share the experiences through different activities such as Connecting classroom and ICT for Professional developments courses.

Over half a million teachers and learners in nine countries in Sub-Saharan Africa are set to experience a step change in access to digital educational resources in their schools. British Council and Bharti airtel have joined forces to maximize the learning benefits of Bharti airtel’s wider broadband connectivity of 5GB per month in a three-year deal for 127 Digital Hubs located in schools across nine countries in Sub-Saharan Africa.

"Through our Schools programme and ICT integration across Sub-Saharan Africa, we provide teachers with high-quality, cost-effective Professional Development opportunities. Our digital ambassadors are now implementing ICT and innovative teaching practice in classrooms across the continent. In implementation of this a Badiliko project has managed to integrate ICT across Sub-Saharan Africa, they have managed to provide teachers with high-quality, cost-effective Professional Development opportunities. Over the past year, British Council and Microsoft have trained 2,000 teachers and head teachers in innovative pedagogy and ICT skills in partnership with the Kenyan Ministry of Education. Kenya continues to lead the way in sub-Saharan Africa in providing access to digital learning opportunities to their students’

(Tony Reilly, Country Director, Kenya, 2013).

Over the last three years, thousands of schools across Sub-Saharan Africa have benefitted from British Council’s work supporting educators to improve their teaching and learning process through ICT. British Council supports ICT initiatives in African schools that are sustainable and teacher-centered. "With the hub we have been able to reduce the amount of time we spend on lesson planning. With full connectivity now, the teachers and students can now interact with others around the World, thus making them global citizens."(Head Teacher, Kilimani Primary School, Mr Wasike, 2013).

Full internet accessibility

The partnership with Airtel Tanzania has managed to provide full internet accessibility in all British Council Hubs, surrounding schools and communities that already have been set up through partnerships with Microsoft in Kenya, Tanzania, Uganda, Zambia, Rwanda, Sierra Leone, Malawi, Ghana and Nigeria. High speed broadband access from Airtel for these hubs guarantees teachers and students limitless new educational opportunities. The Hubs in Schools serve as ICT centres for teachers, students and wider communities. Over the last three years, thousands of schools across Sub-Saharan Africa have benefitted from British Council's work supporting educators to improve their teaching and learning process through ICT. British Council supports ICT initiatives in African schools that are sustainable and teacher-centered. British council records show that, since the start of the Badiliko partnership 14 digital hubs have been set up in Tanzania, providing ICT access to roughly 70 schools and their extended communities.

Linking classrooms

British Council has invested in digital interventions that enable African schools to participate in the global exchange of knowledge and ideas. Improved ICT skills enable teachers to link their classrooms to others globally, adding an international dimension to their educational experience and fostering mutual understanding.

In order to support governments to consider good practice in this area, the British Council has organised policy dialogue workshops in several countries highlighting key aspects in ICT intervention. This involves professional development for teachers and school leaders, infrastructure, curriculum, policy engagement and robust monitoring and evaluation.Our British Council Badiliko team also work closely with relevant ministries, regional and district education offices to ensure local ownership of the resources, working within the national ICT strategy and policy planning for the future of Information Communication Technology in Tanzania.

The British Council operates a number of similar educational programmes including Connection Classrooms, Commonwealth Class and Badiliko to support schools across Africa. Over 600 schools in Kenya are currently benefiting from these British Council programmes.

The service has managed to empower educators through world-class professional development, all while driving scale through policy-makers’ engagement. ‘I have trained hundreds of teachers on ICT use in teaching and learning, and taught several students the same, and this training ultimately has contributed positively to educational outcomes and character development as well as societal values.’ ‘Hannington Ochieng, Kenya(January 20, 2014).

http://dailyedventures.com/index.php/2014/01/20/hanningtonochieng/

1.1.6 The state of ICT in Education

The situation of ICT is grouped;

Government awareness and support for the potential of ICT to address key educational challenges; the main ICT in education initiatives underway, current state of deployment of ICT in the educational system; current usage and integration of ICT in the education system and the capacity of the Ministry of Education to effectively plan for, deploy and manage ICT for the education sector.

Government awareness and commitment to ICT in education

Dr. Patti S et.al(2014), have shown general ICT educational situational Analysis, The Situational Analysis reveals that the government and the Ministry of Education and Vocational Training

(MoEVT) recognize the potential of ICT to act as a tool for improving education delivery, outcomes and impact, as evidenced through the national plans, policies and strategies. The Tanzania Vision 2025, the key national development strategy, recognizes the role of education as a strategic change agent for transformation of the economy to a knowledge economy, and identifies the potential of ICT to address most of the development challenges including those presented by education. The National ICT Policy of 2003 recognizes that ICT can enhance education opportunities and advocates for the introduction of an e-education system. The Education Sector Development Plan (ESDP) recognizes the role of computer studies in fostering technological and scientific developments, with the education sector review reiterating the need to expand the use of ICT to improve on the quality of education. Under this situation the Government and Private Sector have initiated many Projects in order to enhance the education level in Tanzania.

The universities and other tertiary institutions have made significant investments in ICT.

All universities have computer centres available to the student population and many have high bandwidth connections through very small aperture terminal satellite. In recent years, the Tanzania Education Network (TEN) was created to provide an electronic network that will connect all Higher Education Institutions (HEIs) in the country as well as research facilities and teacher colleges. The arrival of submarine fiber to Tanzania and the installation of the national fiber backbone are expected to greatly benefit universities and other educational institutions.

 1.2 Statement of the Research Problem.

There is an official Secondary School Computer Studies Syllabus for Forms I ‘ IV developed in 1996 and issued in 1997. It is out of date with respect to the evolution of technology since the early 90`s. However, only a few students have taken these courses so far. The lack of a programme for training teachers on computers and other multi-media utilization has been identified as a major reason for slow take up of computer studies in primary and secondary schools. In this respect, private schools are far better than public schools. Generally, the use of ICT enhances effective delivery of education. Currently, this benefit is only evident in some schools and colleges in urban areas.

In general, there is a shortage of well-qualified professionals of ICT in Tanzania. There is also no well-established ICT professional profiles, and a standardised process of evaluation or certification of the different courses offered by various training centres is lacking. Access to online and distance learning for ICT is also still limited. Furthermore, opportunities for training are mostly limited to few urban centres. Under Badiliko Project British Council together with Microsoft have designed to help young people learn about global issues and become responsible global citizens, as well as giving them skills they need for work in global economy. Therefore, the study will investigate the impact of ICT in Teaching and Learning with under the Badiliko Project to determine the achievements of its objectives.

1.3 The Purpose of the study.

Purpose of the study will be to find out the extend of achievements in the Badiliko Project.

1.4 Objectives of the study.

Specifically the objectives of the study will be

1.  To explores the use of ICT to innovate teaching and learning.

2.  To examine the resource available.

3.  To find out attitudes of education stakeholders on Badiliko Project and the use of ICT.

 1.5 Research Questions.

This study therefore will attempt to provide answers to the following questions:

1. To what extend has ICT been used to acquire teaching and learning skills in Tanzania.

2. Which resources are available for the implementation of ICT education in secondary schools?

3. What are the attitudes of school managers, education administrators and teachers towards Badiliko Project and the implementation of ICT?

In the process of seeking answers to the questions, the assumption is that;

1. Schools have qualified teachers to implement ICT education so as to innovate teaching and learning at school level.

2. Implementation is done according to the government policy laid down and that

3. Schools are equipped with enough resources to manage ICT education at secondary school educational level.

1.6 Delimitation

The study sample will include all secondary schools which are connected with Badiliko Project in Ruvuma Region and will provide a cascade model of professional development for teachers and school leaders, therefore, Research  will deal only with  Secondary School which are connected with Badiliko Project in Ruvuma Region.The study will aim to encourage the use of ICT  in all aspect of all courses taught in secondary schools so as to bring bigger exposure to ICT integration in all levels of education.

1.7 Conceptual framework.

In planning of ICT integration in education, policy makers need to begin by clarifying overall national education policy, objectives and approaches, as this should serve as the rationale and road map for technology integration in their education systems.

Farrell and Wachholz (2003) found three different approaches being used in Asia Pacific Countries for ICT integration in teaching and learning, named:-

1. Teaching ICT as a subject in its own right, usually beginning at the upper secondary level, to develop a labour force with ICT skills.

2. Integrating ICTs across the curriculum to improve teaching and learning.

3. Using ICTs to foster learning anywhere and anytime as part of the development of a knowledge society in which all citizens are ICT savvy.

Ng et al (2008), have identified four broad approaches from research literature for developing a model for ICT integration in teaching development. The adopted model (Figure.1) depicts an approach continuum whereby the skills of teachers flow from emerging to applying to infusing and to transforming stages of ICT integration. As teachers move through each stage, they develop increasing capability to integrate ICT in their day-to day activities and master the use of ICT as an effective tool for teaching and learning.

Studies of ICT development in both developed and developing countries identify at least four broad approaches through which educational systems and individual institutions typically proceed in their adoption and use of ICT. Sometimes, the number of stages identified varies, though there is a general consensus that the introduction and use of ICT in education proceeds in broad stages that may be conceived as a continuum or series of steps. This study illustrates ICT development in education as a continuum approach along which an educational system or institution can be mapped depending on the stages of ICT development.

These broad stages have been termed as Emerging, Applying, Infusing and Transforming stages of ICT development. The model is then mapped on the basis of pedagogical usages of ICT along with the stages of ICT development.

Ability to use ICT at a basic level Ability to make general and specific uses of ICT Ability to make dynamic

and complex use of ICT Ability to experiment

and innovate with ICT

Figure 1: A Continuum of ICT Integration Approaches in Teacher Development

Source: Ng, Miao & Lee (2008)  

In the emerging stage, the teacher development focus is on the use of ICT as an add on to the

Traditional curricula and standardized test systems. Teachers and learners are discovering ICT tools

and their general functions and uses, and the emphasis is usually on basic ICT literacy and skills.

In the applying stage, the focus is on the development of digital literacy and how to use ICT for

Professional improvement in different disciplines. This involves the use of general as well as

Particular applications of ICT.

In the infusing stage, the teacher development focus is on the use of ICT to guide students through

Complex problems and manage dynamic learning environments. Teachers are developing the ability

to recognize situations where ICT will be helpful, and choosing the most appropriate tools for a

Particular task and using these tools in combination to solve real problems.

In the transforming stage, the learning situation is transformed through the use of ICT. This is a new way of approaching teaching and learning situations with specialized ICT tools. Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice. This study, therefore, will investigate the impact of ICT along that continuum of skills development.

1.10 Significant of the Study

Firstly, the study is expected to generate knowledge on the use of ICT in teaching and learning process in Tanzania secondary schools. Secondly, the study will help in sensitizing teachers to change their teaching methods so as to cope with the use of ICT in their respective secondary school in Tanzania. Thirdly, the study will harmonize other stakeholders to corporate with Government to improve the quality of education in Tanzania by using current methods of teaching and learning.

Fourthly, the study will act as a catalyst for the use of ICT as a tool to support lesson preparations classroom teaching, processing of information and interpretation of information. Such usage could result, not only in the efficiency and effectiveness of the teaching and learning process, but also in the realization of quality education. Lastly, the study will to support policy makers in the Ministry of Education in Tanzania and also teachers in developing ICT use within schools.

1.11 Definition of Terms

1. Information and communication Technology (ICT), refers to the use of computers and software to manage information. It deals with the use of electronic computer software to convert, store, protect, process, retrieve information. In some cases ICT is referred to as management information services (MIS) or simply information services (IS) or information technology (IT).

2. Computer is a machine capable of receiving, storing, manipulating and giving out information such as numbers, words and pictures.

3. Hardware is all the physical components (such as CPU, input/output devices and storage devices of a computer).These are collectively called hardware.

4. Software, consists of computer programmes written by the user which allow the computer to execute instructions, or is a set on instruction installed within a computer.

5. Badiliko Project is a multi-stakeholder project that aims at improving digital access and quality education to unreachable communities in Sub-Saharan Africa. This is the first project in a strategic alliance between the British Council and Microsoft, which started in 2011, that builds on our organisations’ complementary expertise in education, technology, and cultural relations.

6. Digital ambassador, is the one who arranges installation of 20 networked desktop computers, also is the one who acts as the hub administrator and helps with ICT training. Students, teachers and community members receive specialised ICT training over the course of the week immediately after installation, and follow up support.

Chapter two

2.0 LITERATURE REVIEW

2.1 Introduction

A literature review is an evaluative report of information found in the literature related to a selected area of study. The review should describe, summarise evaluate and clarify this literature. Literature reviews are designed to provide an overview of sources you have explored while researching a particular topic and to demonstrate to your readers how your research fits into the larger field of study (Fink 2005).

A literature review may stand alone (e.g. as a published paper or coursework assignment) but a review is often an essential piece of preparation for a research investigation (e.g. a thesis project).

A literature review which is preparatory to a research project should therefore also , Highlight the gap(s) in knowledge to be addressed, Define and limit the problem to be worked on, Ensure duplication is avoided (unless that is the purpose) and  Evaluate potential research methodologies and procedures. (University of Melbourne Library, 2012):  

This chapter reviews relevant theoretical argument, empirical literature and presents the relevant practice related to the impact of ICT in facilitating teaching and learning in secondary schools in Tanzania.

2.1.1 Theoretical Literature Review on ICT

The ICT plays a great role especially is educational aspects. According to a United Nations report (1999). ICT cover internet service provision, telecommunications equipment and services, information technology equipment and services, media And broadcasting, libraries and documentation centres, commercial information providers, networks-based information services, and other related information and communication activities. According to UNESCO (2002) information and communication technology (ICT) may be regarded as the combination of ‘Information technology’ with other related technology, specifically communication technology. The general tools which bring direct impacts to the education are, such as, teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counselling, interactive voice response system, audiocassettes and CD ROMs.

The field of education has been affected by the use of ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005).ICTs have potential to accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999).

Kubota (2006) in his studies on promoting ICT in education in the Philippines revealed that the one laptop per child (OLPC) movement project initiated to support children in Philippines failed due to problems related to actual application. With the help of Donor’ agencies, computers were installed in schools but there was no maintenance and no computer literate teachers. As a result, computer remained untouched in the computer room. There were so many reasons given to these problems some are lack of qualified teachers to teach ICT in schools, fear by the administration, and shortage of electricity/power and budget constraints.

According to the Commonwealth of Learning International (2001), another serious challenge facing higher education in Nigeria is the need for integration of new ICT literacy knowledge into academic courses and programs. In this regard, professionals in Nigeria have not been able to benefit from international assistance, international networking and cooperation, or from courses, conferences and seminars abroad, because of lack of funding. This denial of assistance and absence of interaction has had adverse consequences, both on the psyche of faculty and on the implementation of the infrastructure necessary for professional development.

Theoretical Literature Review will concretely examine the corpus of theory that has accumulated in regard to an issue, concept, theory or phenomena. The theoretical literature review help to establish what theories already exist, the relationship between them, to what degree the exiting theories have been investigated, and to develop new hypotheses to be tested. Often, this form is used to help establish a lack of theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework (Fink 2005).

2.2: Theories of ICT

According to Raju Kumar (2008 waset.org), ICT refers to technologies that provide access to information through Telecommunications. The use of ICT supports distance education and

E-learning. Each of the different ICTs – prints, audio/video cassettes, radio and TV broadcasts, computers or the Internet may be used for this purpose. There is a minor difference between distance education and e-learning. The use of ICTs is higher in e-learning than distance learning. It is similar to Information Technology (IT), but focuses primarily on communication technologies. This includes the Internet, wireless networks, cell phones, and other communication mediums (International Journal of Managing Information Technology (IJMIT), August 2012)

In a study by Bagley and Hunter (1992), they concluded that students become empowered and spend more time in active construction of knowledge when using technology as it provides more resources for student use in problem solving, thinking and reflection. Students spend more time collaborating with other students and communicating with teachers when developing technology projects. Many other researchers have proposed that computer based technology can become essential in the learning environment. In this study, attempts will be made to investigate whether computer science education

is given equal priority as other examinable subjects or relegated as an elective taught at adhoc basis.

Another use of technology in schools that exemplifies traditional learning environments includes learning about the technology itself (Jonassen, 1996). Classes in computer programming and computer literacy are designed specifically to teach students how computers work. Students learn specific skills related to using the computer, such as keyboarding skills, ethical uses of computers, or a particular programming language, but these skills are tied to other content. These classes were prevalent in the 1980s, but Jonassen (ibid) observes that this use of technology in this way is now less emphasized in Schools.

He attributed the change to: the increasing availability of computers in society that gives students more experience with them outside of schools; The understanding that one does not have to know how a computer works to take advantage of it as a tool; and The emphasis on memorizing vocabulary about computers in computer literacy classes, which had little applicability to educational goals of schools. The study will find out how applicable are the skills learnt in computer classes, particularly

in training students for future employment.

Zucchermaglia (1991) states that technology has become an integral part of the classroom learning environment when it is used as a tool to seek and process information, and reflect on one’s understandings, beliefs, and thinking processes. Used in this way, technology is ’empty’ as it allows the learner to enter information and explore new content relationships.

 Ordinary application software such as word processing, spreadsheet, graphics, presentation, and database software; problem solving software; simulations; electronic mail; and the Internet are technology tools that fit into this category.

These applications give the user control of almost everything that happens, including the interaction between the user and the machine. Rather than rote memorization of facts, these applications encourage the accomplishment of creative, higher level tasks.

Means and Olson (1997) found that technology can support teacher’s efforts to engage students in long term complex projects by dramatically enhancing students’ motivation and self esteem. When technology is used in support of challenging projects, it in turn can contribute to a learner's sense of authenticity and quality of the task at hand. As Means and Olson (1997) report, ‘students need to feel that they are using real tools for real purposes.’ Being able to access the tools that are used by professional for similar tasks allows students to aspire to a level of work and quality of product that more closely reflects what they see and know of the outside world.

E-mail may be used to provide a medium for written communication that is embedded in an authentic context, that of exchanging ideas and information with distant peers or tutors. Either e-mail or word-processing software may be employed to enable students to write for a real audience, such as peers or community members about topics that affect them (Maddux et al., 1997).

 Having an authentic purpose, context and audience is cited as responsible for improved skills in writing, reading, and critical thinking.

Technology can serve as a stimulus for change in the role of the teacher and also alter the interaction in the classroom. Learning becomes a public and highly visible activity when using technology. It can support students as they build shared meaning through a collective transformation of their learning experiences (Roschelle, 1996).

‘In our observations of technology’using classrooms, we saw numerous examples of students acting as peer coaches for each other, offering advice when a peer had trouble ‘.. Such advice giving was continual when students working individually on computers’ (Means and Olson, 1997).

According to the World Bank Report 2003, large numbers of elementary school teachers will be needed to meet the MDGs (Millennium Development Goals) educational targets. ICT is seen as powerful tools for training as it transfers knowledge to the person most likely to achieve effective study. Moreover, ICT has the potential to increase the availability of quality educational materials through interactivity and global reach, and by sharing knowledge, materials and databases quickly and cheaply independent of geographic distances (World Bank 2003).

In recent years there have been numerous efforts and resources directed at improving teachers’ competence and confidence in using ICT effectively in classroom teaching and learning. Ministries of education are developing policies on ICT in education and running in-service programmes for practicing teachers. Teacher-training institutes are incorporating ICT education in their pre-service programmes. And many schools are organizing in-house school-based training for their teachers, while worldwide an increasing number of private providers are developing ICT training materials and courses for teachers.

However, few studies have been carried out to locate and identify uses of ICTs and how they benefit education. According to the Information for Development program (InfoDev) 2005, no standard reference or methodology exists for identifying ICT in education programmes; observations and conclusions on the use of ICT in Africa as drawn from OECD experience (InfoDev 2005).

The present thesis is taking as its point of departure a project initiated by the institute of Educational Psychology, Cologne University, in Germany, which was influenced by the overwhelming reaction to Millennium Declarations (Dakar, 2000), the enthusiasm of the world bodies to bridge the educational and digital divide and to promote Africa’s participation in the global effort to improve education and make it accessible to everyone. The present study will examine the results of the efforts to implement ICTs in teacher education in Africa by analyzing the use of ICT in teacher education in a small number of selected cases.

Teachers as multipliers are the key agent in respect to educational change and innovation and, therefore, a foundation for any new strategy to establish. Each teacher trained in the use of ICT is capable of sharing that knowledge with and extending it to a large number of students.

In the last ten years African universities have been introduced to ICT at varying degrees of access and implementation. Mozambique, for example, became the second country to South Africa in Sub-Saharan to achieve full Internet connectivity in 1995, with the university staff being responsible for workshops explaining the draft policy in every province.

Tanzania’s University of Dar es Salaam followed suit in 1995 by being fully serviced with Internet in 1995. Others like Makerere University of Uganda had been participating in a joint e-mail project as far back as 1991(www.foundation-partnership.org). All of the universities in this study have homepages with details on the university, faculty, admission, departments and in most cases ICT strategies and policies.

2.3: Empirical Literature Review

2.3.1 World Wide Empirical Studies

The ICT plays the great role especially is educational aspects, According to a United Nations reports (1999).

Chai, Koh and Tsai (2010), have revealed that ICT develops students’ new understanding in their areas of learning .ICT provides more creative solutions to different types of learning inquiries. For example, in a reading class, e-books are commonly used in reading aloud activities. Learners can access all types of texts from beginning to advanced levels with ease through computers, laptops, personal digital assistants (PDAs), or iPads. More specifically, these e-books may come with some reading applications, which offer a reading-aloud interface, relevant vocabulary-building activities, games related to reading skills and vocabulary acquisition, and more. Therefore, ICT involves purpose-designed applications that provide innovative ways to meet a variety of learning needs

According to the Commonwealth of Learning International (2001), another serious challenge facing higher education in Nigeria is the need for integration of new ICT literacy knowledge into academic courses and programs. In this regard, professionals in Nigeria have not been able to benefit from international assistance, international networking and cooperation, or from courses, conferences and seminars abroad, because of lack of funding. This denial of assistance and absence of interaction has had adverse consequences, both on the psyche of faculty and on the implementation of the infrastructure necessary for professional development. The African Association of Universities (2001) identified some obstacles in the introduction and utilization of ICTs as poor national telecommunication infrastructure, lack of enabling environment, internet traffic congestion or saturation due to limited bandwidth, non-reliability of electricity supply, high internet service costs, inadequate and irregular funding of ICT initiatives and prohibitive importation costs of ICT equipment. The challenge of integrating ICT into tertiary institutions is immense. It is obvious that there is little or no usage of ICT at this level of our educational system.

2.3.2 Empirical Studies from Africa.

In teachers’ professional development, ICTs are seen as essential as they have the task of preparing students for their role in modern society. According to a UNESCO 2005 survey, only 35% of already trained teachers in Secondary schools in Europe, Asia and Africa, have basic skills in ICT, which leaves the remaining 65% of the teaching work force on the three continents still in need of computer skills (Zindi & Aucoin 2006).

UNESCO emphasises that teachers, Professors and technical and administrative staff must be given training that enables them to integrate ICT in their teaching programmes and to examine the multiplier effect with regarding to their use (UNESCO 2000).

Farrell & Isaacs (2007), further argue that the process of the adoption and diffusion of ICT in education in Africa was still in progress. There appears to be the beginnings of a marked shift from a decade of experimentation  in the form of donor-supported, GO-led, small scale, pilot projects towards a new phase of systemic integration informed by national government policies and multi-stakeholder-led implementation processes. Similarly, the survey has demonstrated that in these early years of the 21st century, the predominant focus is more in the development of ICT operational skills on the integration of ICT in pedagogical practice. For instance, the Kenya ICT trust and the Tanzanian and Rwandan ICT policies specified ICT regulations in order to attract donors. Donors have, indeed, played a crucial role in the development of the ICT policies in the region, and the impact of this is seen in the purposes, outcomes, performance indicators, monitoring, evaluation and implementation strategies that are set out (ibid).

A study done by Olakulehim (2007) identified the challenges that hamper the adoption of ICT in Africa. These problems include: Limited ICT infrastructure, lack of information and Computer illiteracy, teacher and trainers-technophobia; nonexistent internet connectivity; inadequate learning resources, course curriculum and other learning materials; attitudes of teacher-trainees and teacher-trainers. These problems were found in almost all developing countries, hence the inability of many of them to benefit from the education technology.

In a recent study by Kiptalam and Rodrigues (2010), it was observed that access to ICT facilities is a major challenge facing most African counties, with a ratio of one Computer to 150 students against the ratio of 1:15 students in the developed Countries. Whereas results indicate that ICT has penetrated many sectors including banking, transportation, communications, and medical services, the African Countries system seems to lag behind. For Example, further recent report by the National Council for Science and Technology (2010) indicate that computer use in Kenyan classrooms is still in its early phases, and concluded that the perceptions and experiences of teachers and administrators do play an important role in the use of computers in Kenyan classrooms.

Also Martin Mungai (2011) has narrated a dozen challenges facing implementation of Computer education all over the world especially in African Countries. They are:-

‘ Lack of qualified teachers to teach ICT in Schools: this demand for ICT learning has been tremendous and the number of teachers who are trained to teach ICT cannot meet the demand. There are more students willing to be taught computing skills than there are teaches to transfer the skills.

‘ Lack of Enough Computers: Computers are still very expensive and despite spirited efforts by the government agencies, NGO, corporate organizations and individuals to donate computers to as many schools as possible, there still remain a big percentage of the schools unable to purchase computers for use by their Students.

‘ Fear by the administration: there is still a strong perception especially by the older generation that computers require highly skilled personnel to operate them, while this may not be the case ,some school administrators also fear that their students will be exposed to adult sites and other undesired sites. Some also fear the infection of viruses to their computers leading to data loss, while this may be true to some extent, proper education on the safe use of computers and help alleviate some of these fears.

‘ Fear by the teacher: the teacher may fear being rendered irrelevant by the introduction of computers in his/her class. The ‘feel’ that the teacher still remains an authority and a ‘know it all’ in class is something that most teachers an enemy of the classroom.

‘ Lack of internet or slow connectivity: most schools are not able to connect to the World Wide Web, due to the high costs involved in the connectivity. On average, it may cost approximately Tsh 200,000/=(Two Hundred Thousands only) per month to connect to about 15 computers on  a bandwidth of 128/64 kbps. This is considered as very expensive for a very slow speed.

According to Aguyo (2010), he has shown that if ICT is fully utilized it can reduce the cost of education and increase efficiency. Also he has pointed out that ICT in school can be viewed as a cost effective especially in terms of manpower as one teacher can reach many learners through internet, interactive white board and video conference Technologies. Parents are also spared the agony of buying many textbooks because many of them would be available online. Study and teaching materials are very sparse in many schools in developing countries; ICTs can play a significant role in providing teachers and students with access to educational content and up to date resources. The usage of ICT by students helps develop future workforce that can effectively participate in the increasingly networked world and the emerging knowledge economy.

2.3.5 Tanzania Empirical Studies

Most of the studies conducted on ICT in Tanzania have been based on the development of ICT in Secondary Schools. For instance, the study done by Loppa (2006) was a comparative study aimed at examining the development of ICT in Tanzania in both public and private Secondary schools.

Mhangwa (2007) also researched on the awareness of the science and mathematics teachers and their expertise in ICT based teaching and learning in selected secondary schools in Tanzania. Findings from that study revealed that teachers in Tanzania were still using old methods and hence taught science and mathematics by lecturing and writing notes on the blackboard from which students copied. Although teachers were aware of the benefits of ICT, they faced limitations of lack of ICT skills, ICT infrastructure and support from stakeholders.

Another study on the effectiveness of ICT in enhancing the teaching and learning process in Private Secondary schools in Tanzania by Mwalongo (2011) indicated that most of the teachers use ICT for teaching and preparing student’s results. Such level of ICT use does not enable teachers to use it as a pedagogical tool in teaching and learning.

In a similar vein, Kambagha (2008), found that teachers in Dar es Salaam-Tanzania have positive perceptions towards the use of ICT in teaching, but they do not use it in pedagogy due to lack of technical support and insufficient training. While there are no official estimates on the use of ICT on teaching in Tanzania, there appears to be a very small number of secondary schools with ICT facilities and the government initiative to provide them for schools seems to be very minimal. It is said that, those schools with ICT facilities have either benefited from parents’ contributions or donations from Non-governmental organizations and some private sector companies. Consequently, it remains unclear how many and what types of ICT may be used for teaching in secondary schools. It has, however, been reported that the number of secondary schools in Tanzania with computers and internet access is limited.

Even though the access is limited, it is evident that very few teachers in secondary schools use ICT as a pedagogical tool in Tanzania. The reasons for the limited access and poor use of ICT as a pedagogical tool for teaching are not well established through research; hence the present research was needed.

2.4 Synthesis and Research Gap

The literature review has identified many studies which have dealt with ICT in developed countries and developing countries and in Tanzania. The study conducted by Kiptalam and Rodrigues (2010), observed that access to ICT facilities is a major challenge facing most African counties, with a ratio of one Computer to 150 students against the ratio of 1:15 students in the developed Countries.

The study conducted Mhangwa (2007) shown the awareness on the Science and Mathematics teachers and their expertise in ICT based teaching and learning in selected secondary schools in Tanzania. On this study revealed that teachers in Tanzania were still using old methods and hence taught science and Mathematics by lecturing and writing notes on the blackboard from which students copied.

 Another study on the effectiveness of ICT in enhancing the teaching and learning process in private secondary schools in Tanzania by Mwalongo (2011) indicated that most of the teachers us ICT for teaching and preparing student’s results, such level of ICT use does not enable teachers to use it as a pedagogical tool in teaching and learning. Also the study done by Kambagha (2008),found that teachers in Dar es Salaam-Tanzania have positive perceptions towards the use of ICT in Teaching, but they do not use it in pedagogy due to lack of technical support and insufficient training. From the literature review it appears that little has been done on the use of ICT in education. To address this gap, this study will investigate on the impact of ICT on facilitating teaching and learning in secondary schools.

Chapter three

3.0 RESEARCH METHODOLOGY

3.1: Introduction

This section provides a description of the research methodology which includes; description of the study area, research design, rationale for selecting the study area, study population, sample and sampling techniques, methods of data collection as well as processing and analysis of data.

3.2: Research Design and Approaches

   Research design is the conceptual structure within which the research is conducted; it constitutes the blueprint for the collection, measurement and analysis of data. As such the design includes an outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data. So the research design can be defined as a plan, structure and strategy of a research to find out alternative tools to solve the problems and to minimize the variances (Kothari 2004). In this study, the researcher will employ a descriptive design to get information on the use of ICT in facilitating teaching and learning in all secondary Schools connected with Badiliko Project.

 For the purpose of this study, both qualitative and quantitative research methods will be employed given their philosophical root, since there is no single method, which is sufficient on its own, hence, methodological triangulation is expected to maximize the quality of the data to be collected. The research employed both qualitative and qualitative approaches. The quantitative approach will help to quantify the data and compute frequencies and percentages to facilitate drawing up inferences. The qualitative approach on the other hand, will be used to collect qualitative information including the views and opinions of the respondents for the purpose of understanding the research problem.  

3.3: The Study Area

Cohen et al, (2000) comment that it is very important for a researcher at the planning stage to clearly specify and define the area to be researched. The study will be conducted in Ruvuma Region in Songea municipality in selected Secondary Schools. The reasons for selecting this study area are as follows: – Firstly, the selected areas are among the schools where by Badiliko project is being implemented. Secondly, the study area is selected because the researcher assumes he can be able to acquiring relevant data for the study. The selected schools will be strategically selected, nearby in a sense that communities (and schools clustered within the region) are also able to benefit from the Badiliko resources, whereby, students, teachers and community members in each hub receive specialised ICT training following installation, and follow up support is provided.

3.4: Targeted Population

According to Mugenda (2003), target population is the members of a real or hypothetical set of people, events or objects the researcher wishes to generalize the results of the research. A particular group of people that is identified as the intended recipient of an advertisement, product, or campaign. On this it is assumed that all the participants of Badiliko project are reached to get relevant information regarding on how the ICT will facilitate teaching and learning. However for the purpose of this study, only some schools that are participating in the Badiliko Project will be considered.

3.5: Sampling Techniques and Sample Size

Sampling is the process by which inference is made to the whole by examining a part. Sampling is concerned with the selection of a subset of individuals from within a statistical population to estimate characteristics of the whole population.

The purpose of sampling is to provide various types of statistical information of a qualitative or quantitative nature about the whole by examining a few selected units. The sampling method is the scientific procedure of selecting those sampling units which would provide the required estimates with associated margins of uncertainty, arising from examining only a part and not the whole.

Also, Kothari (1990) defines sampling as the process of selecting or drawing a sample of individuals from the total population to be studied; while a sample is that part of the universe population which is selected for the purpose of investigating and making generalization about the population characteristics. Two main methods of sampling techniques will be employed for coordinating the ICT class in his/her school, Also various students with be selected randomly  so as to get a clear situation of ICT in their schools.

In this study, purposive sampling will be conducted in three secondary schools, that is, Msamala Secondary school, Songea Girls Secondary School and Matalawe Secondary School, to get the number of Heads of Schools, academic masters and digital ambassadors and random sampling to get the number of students.

The sample size for the study will be as follows:

Head Masters: These will be selected due to their positions as heads of their respective schools and the whole administrative function, to ensure purposely the implementation of the official curriculum in their respective schools. They are expected to provide adequate information on the availability, accessibility of ICT resources and their application in the teaching and learning process. Three Head Masters/Mistress from selected secondary schools will be interviewed to solicit information under study.

Academic Masters:  They are the key drivers of academic programmes in secondary schools. They play the role of supervising the use of ICT in preparation for teaching and learning process, actual classroom teaching and learning process and assessment of students’ academic process. They will therefore be considered being knowledgeable on the availability of ICT resources and their use in the process of teaching and learning. In this study, Academic Masters from the three secondary schools will be purposively being selected.

Digital Ambassadors: Digital Ambassador in each secondary school will be included in the sample because of their position and responsibilities about ICT programmes in their respective schools. These are the one who implementing ICT and innovative teaching practice in classrooms across the continent. They assist school managements on the requirements of the ICT and the effective use of the available resources. In this study the Digital Ambassador from each school will be interviewed.

Subject teacher: These are included in a sample because they are expected to be familiar with ICT resources available in their respective schools, and how they benefit from them in their teaching and learning process. In this study a sample of two (2) teachers in each secondary school will randomly selected in a study.

Students: Students are the primary beneficiaries of academic programmes put in place to enhance the teaching and learning process. Thus, 50 students from each school will be questionnaire for the study. Simple random sampling will be employed to get the required number. To avoid biasness, pieces of paper labelled: Yes and No will be placed in a box. After thorough shaking every student will pick up a piece of paper from the box for a chance to participate in the study. In the random sampling procedure each member of the population in the group will have an equal chance of being selected and the probability of a member of the population being selected is unaffected by the selection of other members of the population, i.e. each selection is entirely independent of the next.

(Cohen and Morrison, 2000).

The total sample size will be as follows:-

RESPONDENT NUMBER

Heads of Schools 3

Academic Masters/Mistresses 3

Digital Ambassadors 3

Subject teacher 6

Students 150

    TOTAL OF SAMPLE SIZE 165

3.6: Sources and Types of Data

This study will utilize both primary and secondary sources of data. Primary data will be gathered through a structured questionnaire with closed and open ‘ ended questions.  A wide variety of secondary data will be collected to obtain more insight on the problem under study. This will be collected from university library dissertations, thesis both published and unpublished, bank reports, books, reports, newspapers and journal, articles including resources retrieved from the Internet. These data will help the researcher to make a critical analysis on the topic under study.

3.7: Methods of Data Collection

According to Denscombe (1998), using more than one specific method enables the researcher to cross-validate information and data collected from a variety of sources. Due to the nature of this study, the researcher will use the triangulation approach that implies multiple data gathering sources. Thus, a combination of documentary review, interviews, and questionnaires both structured and unstructured and observation will be used.

3.7.1: Questionnaire Schedules

Questionnaires with open and closed ended questions will be administered to the target respondents. Each questionnaire will be assigned to respondents and identification number to monitor the response, return rates and follow ups. According to Kothari (2004); a questionnaire consists of a mixture of open ended and close ended questionnaire items, Open ended questions offer more freedom to the respondent to answer the questions, while close ended questionnaire items limit the respondent to specificity of the responses provided for the purpose of quantification and approximation of the magnitude of the responses. The advantage of self administered questionnaire is that it encourages openness in answering questions and minimizes interview biases and subjectivity (Kothari ibid). The advantage of using questionnaires is that, it is more convenient for respondents because they can complete a questionnaire when they want to and in the speed they want to do it. It also helped the researcher to cover a wide coverage area of the information which was being sought (Kombo and Tromp, 2006). In this study, the questionnaires will be administered to more than 150 students and 15 staffs in the secondary schools. The questionnaires will contain both open ended question and closed ended questions for the sake of obtaining more information. (Appendices A and B).

N.B: Check respondents for questionnaires

3.7.2: Face to Face Interview

The interview schedule will be used to explore data from the following people: – Heads of schools. Academic Masters/Teachers and any other school leaders of such level (Appendices C and D). The interview schedule will supplement the main data gathered through questionnaire.  Face to face interview will be conducted to all targeted key respondents.  The interview is essential not only as a supplement to the questionnaire in obtaining data and information, but also to offset the disadvantage associated with the use of questionnaire as the only data gathering method. It will also be important to use interviews because some people tend to delegate the task of completing the questionnaire to junior members who are not capable of giving the needed data and information (Cresswell, 2007). The researcher intentionally decided to use interviews and questionnaires so that the information collected and the findings of this study to be accurate.

 An interview guide will be used to solicit answers from the respondents in which the researcher reads the question to the respondents and record the answers.

Face -to -face interviews have a distinct advantage of enabling the researcher to establish rapport with potential participants and therefore gain their cooperation. These interviews yield highest response rates in survey research. They also allow the researcher to clarify ambiguous answers and when appropriate, seek follow-up information. Disadvantages include impractical when large samples are involved, time consuming and expensive (Leedy and Ormrod, 2001).

3.7.3: Documentary Review

Denscombe (1998) defined documentary review as the process of analysing and deriving of relevant information from secondary sources. The reviewed secondary sources for this study will include dissertations, published and unpublished thesis, books, reports, newspapers, journal articles, pamphlets, brochures and resources retrieved from the internet.  Again, Denscombe, (ibid) asserts that documentary review has the advantage of providing vast amounts of information. It is cost effective and provides data that are permanent as well as available in a form that can be checked by others. Moreover, he asserted that the method is limited by the fact that it relies on something which has been produced for other purposes and not for the specific aims of an investigation. To avoid this limitation, the researcher will consult documents which will only be related to the study.

3.7.4: Observation

Observation is a pre planned research tool which is carried out purposefully to serve research questions and objectives. When using this method, the researcher observes the ‘classroom interactions and events, as they actually occur’ (Burns, 1999, p.80). Flick (2006, p.219) also contends that observation ‘is an attempt to observe events as they naturally occur.’ More importantly, observation enables the researcher to combine it with questionnaires and interviews to collect ‘relatively objective first hand information’ (Johnson & Turner, 2003, p.314).

To this end, Merriam (1998, p.96) believes that observation is a kind of data triangulation in order to ‘substantiate the findings.’ In this regard, Fraenkel and Wallen (2003, p.453) state that the observers ‘study the subjective factors objectively.

Observational data represent a firsthand picture of the events, is carried out in a natural field setting and enable the researcher to obtain contextual factors. However, analyzing observational data is time-consuming, observing large population is difficult, there is the possibility of observer bias, reactivity and investigator effects on the students and instructors, etc. On the whole, in order to carry out observation, the observers need to determine the setting. Then, they should identify what to be documented. Next, the inquirers ought to gain ‘an initial, general presentation of the field’ (Flick, ibid, p.217). After that, the researchers might attempt to conduct focused and selected observations which are pertinent to the research objectives and questions.

3.8: Methods of Data Analysis and Presentation

The data will be collected, recoded, entered in the computer and cleaned. The data will then be processed, analyzed and presented by using frequency tables and graphs. Data entry will be done by using the Statistical Packages and System Software (SPSS) to make descriptive analysis of the data for interpretation. This package allows the analysis of data by using graphs, tables, cross-tabulation and charts. The qualitative information will be then categorized and coded within the specific themes of interest in relation to the study objectives. Systematic comparisons of statements or findings from interviews will be made in order to attain triangulation (Kothari, 1990).

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Appendix A

Questionnaires for Digital Ambassador

Section A: Personal Details

Name of the School:………………………………Gender:…………………………..Teaching Subjects:………………………………..

Experience:……………………………Qualification:………………………………………………………………………..

Email Address:………………………………………………………… Mobile Phone:…………………………………..

Section B:

Please put a tick in one of the boxes provided below as appropriate to you.

1. Is your School Capacity to provide ICT teaching and Learning affected by a shortage or inadequacy in the following areas?

ITEM A lot Some A little Not at all

Insufficient number of Computers

Insufficient number of internet-Connected Computers

Insufficient Internet bandwidth or Speed

Insufficient number of Laptops or I pads

Well equipped Computer Laboratories

Photocopies

Well updated Computer Software.

Electricity

Visual Materials(Video and Audio CD,DVDs and Tapes)

Printers and Scanners

Projectors

2.   a) How often do you perform the activities listed below by using ICT in preparation for teaching?

  Against each item there are three options, put a tick in one of these which suit your answer.

Activities Frequently Rarely Never

a. Scheme of work

b. Lesson Plan

c. Power point Presentation

d. Preparing Timetable

e. Printing Materials

If the answer is rarely or never, can you explain the reason for not using ICT preparations for Teaching?

3. Approximately, what proportion of this equipment (Computers, interactive while boards, Laptops, data projectors) is fully operational this school year?

Tick one box only

   Not at all  Less than 50%   50% to 75%  More than 90%

4. Do you use your computer for any of the following?

Tick one box for each row:-

ITEM Yes No

School management related tasks(budgeting, Planning, timetable etc)

Searching for information

Making presentations

Communicating online with teachers (email, website, announcements etc.)

Communicating by emails with Educational authorities (at local, regional ,or Central level)

Students to do exercises and practise

Students and Teachers retrieve information

Staffs and Students use it to surf in social Networks (Facebook , Whatsap and Twitter)

5. a) List down the four(4) ways in which ICT help you in teaching and learning process?

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………….

 b) How often do you us ICT for those applications below in teaching and Learning process in you school?

ITEM Frequently Rarely Never

Word Processor

E-mail Service

PowerPoint  presentations

Spread Sheets(Excel)

Storing Materials and other information

Appendix B

Questionnaires for Students.

Section A: Personal Details

Name of the School:……………………………………………………..Gender:………………………………………….   

Age:…………………………… Email Address:……………………………………………………………………………

Class:…………………………………………………

Section B:

1. Are the resources listed below available and accessible to you School?

Please put a tick in one of the boxes provided below as appropriate to you.

ITEM A lot Some A little Not at all

Enough number of  Working Computers

Digitalized Teaching and Learning materials

Video and Audio tapes

ICT text and reference books

Well equipped Computer Laboratories

Internet or Network Connectivity

Over head projector

Electricity

Visual Materials(Video and Audio CD,DVDs and Tapes)

Printers and Scanners

Photocopiers

2) What are the main Computer programs that you have learned?

  a)……………………………… b)………………………………. c)…………………………………. d)……………………………

3) Who provides the ICT support at you schools?

You can choose one or more option

 More experienced/Knowledgeable teacher

School ICT/ technology coordinator

Other school staff

Experts from outside the school

An online helpdesk, community or website

4) Is participation in ICT training Compulsory for Students in your School?

5) What do you suggest to be done in order to improve the application of ICT for Education quality?

Appendix C

Academic Master Interview guides.

Name of the school…………………………………………….. Qualification……………………………………………

Gender…………………………..Email Address:…………………………………………………………………………….

1.a) Does you school has these resources?

    i) Computer Desktop ii) Printer iii) Photocopier iv) CDs and CD ROOMs

   v) Scanner and vi) TV.

b) Are the above items accessible to both staff and Students?

2) Does you school provide teachers with laptops or tablets PC, Desktop Computer, Notebook for their own use?  YES  NO  

3) Are the Students allowed to use the personality own devices listed below at school for learning?

  i) Laptops, Tablets and Notebooks YES   NO

   ii) Mobile or Smartphones  YES   NO

4) a) Is your computer Connected to the internet?

    b) Hoe often teachers use ICT in preparation for teaching, Learning and assessment of students  learning?

5) What challenges do you encounter in the application of ICT in your office?

Appendix D

HeadMaster/ Head Ministress Interview quides.

Name of the College…………………………………………….. Qualification……………………………………….

Gender…………………………..Email Address:……………………………………………………………………………….

1 a) What ICT resources do you have in your School?

   ………………………………………………………………………………………………………………………………..

   b) To whom are they being maintained?

   ………………………………………………………………………………………………………………………………..

   c)  Are they adequate?

   ……………………………………………………………………………………………………………………………….

d) Are they accessible for both Teachers and Students?

    …………………………………………………………………………………………………………………………………

2   a) Do you have enough qualified ICT teachers? How many are they?

    ………………………………………………………………………………………………………………………………….

  b) How did they acquire skills?

3. Do the teacher uses ICT in preparation for teaching, teaching and learning process, and in

   assessment of  students learning?

    ……………………………………………………………………………………………………………………………………..

4. What challenges do you encounter in the application of ICT in you School?

  …………………………………………………………………………………………………………………………………….

  …………………………………………………………………………………………………………………………………….

5. Are all computers accessible to internet?

………………………………………………………………………………………………………………………………….