Teachers’ Views on Use of ICT in Facilitating Teaching and Learning in Tanzania

International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue X, October 2019 | ISSN 2321–2705

Teachers’ Views on Use of ICT in Facilitating Teaching and Learning in Tanzania

Shima Dawson Banele

The Open University of Tanzania, Faculty of Education, P.O. Box 23409, Dar es Salaam, Tanzania

Abstract: Teachers’ views replicate readiness and attitudes which could be taken in introducing any new education intervention in this instance ICT use in facilitating teaching and learning. Tanzania Secondary School teachers had different views greenlight the acceptance or rejection of ICT in classroom practices. Explanatory descriptive design was followed in conducting the study at Kibaha district, Pwani Region, Tanzania. Interpretivist paradigm was followed in getting the meaning through interpretation of teachers’ opinions as was originated from themselves. The study elements involved 25 teachers’ selected using probability simple randomly technique to form 5 groups each comprised 5 elements to collect qualitative data which were thematically analyzed.

Key Words: ICT, teachers, students, classroom.

I. INTRODUCTION

Tanzania ICT policy for Basic Education possessed objectively intentions (URT, 2007) recognized the use of technologies as a main pedagogical tool for teaching professionalism thus necessitated the government to restructure pre-service teachers’ training curriculum and incorporated ICTs among core subjects. However successful integration of ICTs in pedagogical practices are embraced in hands of teachers’who could view technology differently as Tyack and Cuban (1995) mentioned views of being ignored are merely symbolic gestures; viewed as imposed from outside without their input or participation; viewed on ICTs are explicit connections to instructional practice e.g. focus on hardware rather than their relationship to pedagogy. Cohen and Hill (2001) asserted that teachers viewed are not given opportunity to learn the policies, instructional implications and lacked program and resource alignment to the policies’ intentions. On top of that, Piaget (1967) acknowledged new experiences are gained through accommodation and assimilation: for example teachers assimilate new ICTs experiences being incorporated with already existing curriculum framework occurred as their experiences are aligned with internal representations of the world, but may also occur as a failure to change a faulty understanding.

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