You are here

Home » Content

An Assessment of Teachers' Abilities to Support Blended Learning Implementation in Tanzanian Secondary Schools

Journal Name:

  • Contemporary Educational Technology

Publication Year:

  • 2016

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of this study was to describe instances of pedagogical practices of teachers using ICTs and the enhancements of practices using traditional methods, to more fundamental changes in their approach to teaching. Using a mixed method, the research examined the impact of increased education level on the ICT use competence perception and the influence of ICT knowledge level and skills on the adoption of blended learning contents. Four schools were used for this study; two picked out of 50 that are enhanced with ICT infrastructures while the other two were picked from schools without enough ICT infrastructures. Three research questions guided the study. Data collection included teachers, schools inspection officers, curriculum development experts, teacher trainees and policy makers' interviews, questionnaires, classroom observations, and document reviews. Data analysis concentrated on the central questions of the study. The results suggested that teachers' education level couldn't determine their ICT knowledge level. Either, the ICT knowledge level has influences on the decision to use blended learning. Barriers to ICT use in education were revealed as: internal -more of personal attitudes and perceptions about a technology, and external -lack of availability and accessibility to the relevant resources (hardware and software), lack of framework that address integration of ICTs in teaching and learning and unreliable Internet connection. Resulting from the results, this study suggests a goal oriented teacher training framework which should address a complex integration of technology, content, pedagogy, school infrastructures, and the overall objectives of the education systems as trivial of ICT use determining factors.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-assessment-teachers-abilities-support-blended-learning-implementation-tanzanian-secondary-schools.pdf
  • 1
60
84
  • English

REFERENCES

References: 

Aduwa-Ogiegbaen, S. E. O. (2009). Nigerian inservice teachers' self-assessment in core
technology competences and their professional development needs in ICT. Journal of Computing in Teacher Education, 26(1), 17-28. http://doi.org/10.1080/10402454.2009. 10784627
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Albugami, S. & Ahmed, V. (2015). Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students.
International Journal of Education and Development Using Information and Communication Technology, 11(1), 36-54.
Alonso, F., Löpez, G., Manrique, D., & Vines, J. M. (2005). An instructional model for web-based e-learning education with a blended learning process approach. British Journal of Educational Technology, 36(2), 217-235. http://doi.org/10.1111/j.1467-8535.2005.
00454.x
79
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(1), 60-84
Al-Senaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education, 53(3), 575-590.
Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers' Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International Education Studies, 3(2),
211.
Andersson, A. & Grönlund, Â. (2009). A conceptual framework for E-learning in developing countries: A critical review of research challenges. EJISDC, 38(8), 1-16.
Andersson, B., Nfuka, E. N., Sumra, S., Uimonen, P., & Pain, A. (2014). Evaluation of
Implementation of ICT in teachers' colleges project in Tanzania (Final Evaluation Report No. Sida61745en urn: nbn:se:sida-61745en). Stockholm, Sweden: Swedish International Development Cooperation Agency (Sida). Retrieved on 12 December 2015 from http:// sidapublications.citat.se/interface/stream/stream.asp
Avidov-Ungar, O., & Iluz, I. E. (2014). Levels of ICT integration among teacher educators in a
teacher education academic college. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 195-216.
Badia, A., Meneses, J., Sigales, C., & Fâbregues, S. (2014). Factors affecting school teachers' perceptions of the instructional benefits of digital technology. Procedia - Social and Behavioral Sciences, 141, 357-362. http://doi.org/10.1016/j.sbspro.2014.05.063
Baker, D., Bliss, A., Chung, R., & Reynolds, C. (2013). E-learning for teacher training in Tanzania : Policy, players, models, and recommendations for the Asante Africa Foundation (Introduction to Policy Analysis No. PP200). Berkeley, California: University of California. Retrieved on 12 December 2015 from http://www.asanteafrica.org/wp-content/uploads/2015/06/E-Learning.-TZ-Te...
Barton, R. & Haydn, T. (2006). Trainee teachers' views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer
Assisted Learning, 22(4), 257-272. http://doi.org/10.1111/j.1365-2729.2006.00175.x
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1¬21.
Bland, J. M. & Altman, D. G. (1997). Cronbach's alpha. BMJ : British Medical Journal, 314(7080),
572.
Brown, S. (2010). From VLEs to learning webs: the implications of Web 2.0 for learning and teaching. Interactive Learning Environments, 18(1), 1-10. http://doi.org/10.1080/
10494820802158983
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of
information and communication technology into teaching: A review of the literature. International Journal of Education and Development Using ICT, 8(1). Retrieved on 12 December 2015 from http://ijedict.dec.uwi.edu/viewarticle.php?id=1361
Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). ICT and
pedagogy: A review of the research literature (No. DfES/0793/2003). British Educational Communications and Technology Agency (Becta). Retrieved on 12 December 2015 from https://wiki.inf.ed.ac.uk/twiki/pub/ECHOES/ICT/ict_pedagogy_summary.pdf
80
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(1), 60-84
Daniel, S. J. (2009). Is e-learning true to the principles of technology? (Vol. 2009). Presented at the E-Learn: World Conference on E-Learning. Retrieved on 12 December 2015 from
/p/33043/
Dumont, H. & Istance, D. (2010). Analysing and designing learning environments for the 21st century (The nature of learning: Using research to inspire practice). OECD.
European Union. (2013). Survey of schools: ICT in education (Final Study Report No. SMART-Nr 2010/0039). Luxembourg, Belgium: European Commission. Retrieved on 12 December 2015 from https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-...
EN-N.pdf
Farrell, G., Isaacs, S., & Trucano, M. (2007). Survey of ICT and education in Africa (Country
Reports No. Volume 2 : 53) (p. 587). Washington, DC: infoDev/World Bank. Retrieved on 12 December 2015 from http://www.infodev.org/en/Publication.354.html.
Felvegi, E. & Matthew, K. I. (2012). eBooks and Literacy in K-12 Schools. Computers in the Schools, 29(1-2), 40-52. http://doi.org/10.1080/07380569.2012.651421
GESCI. (2011a). Report on the review of modules, monitoring and evaluation tools and training of trainers project: Teaching and learning science, mathematics and English in secondary schools using ICT (Project Evaluation Report). Mpwapwa Teachers College - Tanzania: Ministry of Education and Vocational Training (MoEVT)/GESCI.
GESCI. (2011b, July). Teaching and learning science, mathematics and English in secondary schools using ICT in Tanzania [Technology, Innovation and Education news and Resources]. Retrieved on 12 December 2015 from July 24, 2014, from http://www. gesci.org/tanzania-sme.html
Ham, V., Gilmore, A., Kachelhoffer, A., Morrow, D., Moeau, P., & Wenmoth, D. (2002). Evaluation of the "New Initiatives" in "Interactive Education: An information and communication technology (ICT) Strategy for Schools." New Zealand: Ministry of Education. Retrieved on 12 December 2015 from http://www.educationcounts.govt.nz/ __data/assets/pdf_file/0010/7489/ict-pd-final-web.pdf
Haydn, T. & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018-1036. http://doi.org/10.1016/j.compedu.2005.12. 006
Henry, P. (2001). E-learning technology, content and services. Education + Training, 43(4/5),
249-255. http://doi.org/10.1108/EUM0000000005485
Holt, D., Segrave, S., & Cybulski, J. L. (2012). Professional education using e-simulations: benefits of blended learning design (I). Hershey PA: IGI Global.
Hooker, M., Mwiyeria, E., & Verma, A. (2011). ICT competency framework for teachers (ICT-CFT): Contextualization and piloting in Nigeria and Tanzania (World Bank and GESCI initiative synthesis report No. Draft). Dar-es-Salaam, Tanzania: Ministry of Education and Vocational Training (MoEVT),Tanzania. Retrieved on 12 December 2015 from http://www.gesci.org/assets/files/Tanzania_Needs_Assessment_Report_Draft...
0911%20_3_.pdf
IICD. (2014). ICT in the classroom for quality education. International Institute for Communication and Development (IICD).
81
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(1), 60-84
Intel Corporation. (2012). Designing blended learning. Intel Corporation. Retrieved on 12 December 2015 from http://engage.intel.com/
Jia, J., Xiang, D., Ding, Z., Chen, Y., Wang, Y., Bai, Y., & Yang, B. (2013). An effective approach
using blended learning to assist the average students to catch up with the talented ones. Knowledge Management & E-Learning, 5(1), 25-41.
Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by
teachers. (No. Version 1). British Educational Communications and Technology Agency (Becta). Retrieved on 12 December 2015 from http://dera.ioe.ac.uk/1603/1/becta_ 2004_barrierstouptake_litrev.pdf
Kalogiannakis, M. (2008). Training with ICT for ICT from the trainee's perspective. A local ICT teacher training experience. Education and Information Technologies, 15(1), 3-17.
http://doi.org/10.1007/s10639-008-9079-3
Keane, T., Keane, W. F., & Blicblau, A. S. (2014). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 1-13.
http://doi.org/10.1007/s10639-014-9353-5
Knox, J. (2014). Digital culture clash: "massive" education in the e-learning and digital cultures
MOOC. Distance Education, 35(2), 164-177. http://doi.org/10.1080/01587919.2014. 917704
Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Delhi, India: New Age International.
Lim, C. P. (2006). Effective integration of ICT in Singapore schools: pedagogical and policy implications. Educational Technology Research and Development, 55(1), 83-116.
http://doi.org/10.1007/s11423-006-9025-2
Markauskaite, L. (2007). Exploring the structure of trainee teachers' ICT literacy: The main
components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547-572.
http://doi.org/10.1007/s11423-007-9043-8
Mckensey &Company. (2011). Internet matters: Sizing the Internet economy (McKensey Global Institute Research Report) (p. 70). Mckensey &Company. Retrieved on 12 December 2015 from http://www.mckinsey.com/features/sizing_the_internet_economy
Mumtaz, S. (2000). Factors affecting teachers; use of information and communications
technology: a review of the literature. Journal of Information Technology for Teacher
Education, 9(3), 319-342. http://doi.org/10.1080/14759390000200096
Ndibalema, P. (2014). Teachers' attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The Case of Kondoa District. International Journal of Education and Research, 2(2), 1-16.
Nyirenda, M. (2013, December 2). Planning for ICT literacy in public schools in Tanzania. The Guardian. Dar-es-Salaam, Tanzania. Retrieved on 12 December 2015 from http://www. ippmedia.com/frontend/?l=62206
OECD. (2015). Students, computers and learning. Paris.: OECD Publishing. Retrieved on 12
December 2015 from http://www.oecd-ilibrary.org/education/students-computers-and-learning_9...
82
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(1), 60-84
Olson, J., Codde, J., deMaagd, K., Tarkelson, E., Sinclair, J., Yook, S., & Egidio, R. (2011). An
Analysis of e-Learning impacts & best practices in developing countries: With reference to secondary school education in Tanzania (Information & Communication Technology for Development). Michigan, USA: Michigan State University. Retrieved on 12 December 2015 from http://cas.msu.edu/wp-content/uploads/2013/09/E-Learning-White-Paper_oct...
Pankin, J., Roberts, J., & Savio, M. (2012, July). Blended learning at MIT. Massachusetts Institute of Technology Repository. Retrieved on 12 December 2015 from http://web.mit.edu/training/trainers/resources/blended_learning_at_mit.pdf
Patnoudes, E. (2014, June 30). How tomorrow's tech helps teachers today. Retrieved on 4 July
2014 from http://www.edtechmagazine.com/k12/article/2014/06/how-tomorrows-tech-hel...
Queirös,
R.
, & Leal, J. P. (2010). ELearning frameworks: A survey. In INTED2010 Proceedings (Vol. 8-10 March, 2010., pp. 1345-1354). Valencia, Spain.: International Academy of Technology, Education and Development (IATED). Retrieved on 12 December 2015 from http://library.iated.org/view/QUEIROS2010ELE
Saliba, G., Rankine, L., & Cortez, H. (2013). Fundamentals of blended learning. University of Western Sydney. Retrieved on 12 December 2015 from http://www.uws.edu.au/__ data/assets/pdf_file/0004/467095/Fundamentals_of_Blended_Learning.pdf
Santos, J. R. A. (1999). Cronbach's alpha: A tool for assessing the reliability of scales. Journal of Extension, 37(2), 1-5.
Schibeci, R., MacCallum, J., Cumming-Potvin, W., Durrant, C., Kissane, B., & Miller, E. (2008). Teachers' journeys towards critical use of ICT. Learning, Media and Technology, 33(4),
313-327. http://doi.org/10.1080/17439880802497065
Spaulding, M. W. (2007). Comparison of preservice and in-service teachers' attitudes and perceived abilities toward integrating technology into the classroom (Unpublished doctoral thesis). The University of Memphis, United States. Retrieved on 12 December
2015 from http://www.editlib.org/p/127253/
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649.
http://doi.org/10.3102/0034654308325896
Swarts, P. & Wachira, E. M. (2010). Tanzania: ICT in education situational analysis (Survey Results Report) (p. 67). Global e-Schools and Communities Initiative(GESCI). Retrieved on 12 December 2015 from http://www.gesci.org/assets/files/Knowledge%20Centre/ Situational%20Analysis_Tanzania.pdf
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28.
http://doi.org/10.3102/0034654310393361
The World Bank Group. (2003). ICT and millennium development goals (MDGs) (ICT and MDGs No. 27877). Washington D.C.USA: World Bank Group's Global ICT Department. Retrieved on 12 December 2015 from http://documents.worldbank.org/curated/en/2003/12/ 5129003/ict-mdgs-world-bank-group-perspective
83
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(1), 60-84
Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. London, UK: Kogan Page.
UNESCO. (2011). UNESCO ICT competency framework for teachers (Framework Document) (p. 95). de Fontenoy, Paris: UNESCO. Retrieved on 12 December 2015 from http://unesdoc. unesco.org/images/0015/001562/156209E.pdf
United Republic of Tanzania. (2007). Information & communication technology (ICT) policy for basic education (Policy Document) (pp. 1-30). Dar es Salaam, Tanzania: Ministry of Education and Vocational Training(MoEVT). Retrieved on 12 December 2015 from http://www.moe.go.tz/index.php?option=com_docman&task=doc_download&gid=226 &Itemid=619
Voogt, J., Knezek, G., & Roblin, N. P. (2015). Research-informed strategies to address
educational challenges in a digitally networked world. Education and Information
Technologies, 20(4), 619-623. http://doi.org/10.1007/s10639-015-9430-4
Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E-learning: emerging uses, empirical results and future directions. International Journal of Training and
Development, 7(4), 245-258. http://doi.org/10.1046/j.1360-3736.2003.00184.x
Zhang, D. & Nunamaker, J. F. (2003). Powering e-learning in the new millennium: an overview of e-learning and enabling technology. Information Systems Frontiers, 5(2), 207-218.

Thank you for copying data from http://www.arastirmax.com