Students’ attitudes towards learning chemistry using mobile phone simulations: a case of two secondary schools in Dar es salaam Region.

Students’ attitudes have significant influence on their academic achievement in life. While at a younger age, they show keen interest towards scientific concepts, they grew in teenage years with a declining curiosity and will to take up science subjects. This has been due to abstract content overload for which a student needs sequential understanding as new concepts are built on older ones. Although technology has presented us with simulation applications in mobile phones, which would bring back the exciting nature of learning that children experienced with toys and video games at a tender age, efforts in terms of studies to transform students’ attitudes towards learning chemistry subject are not significant in Tanzanian context. This study aimed at investigating Students Attitudes towards learning Chemistry using Mobile Phone simulations. A total of 106 participants from two schools participated in Concurrent Mixed methods study, where by data was collected using a number of tools ranging from self-administered Pre and Post Questionnaire, Pre and Post focused Group (FGD)discussions conducted on a total of 104 students and Pre and Post Interview sessions with the two (2) teachers from respective schools. Quantitative Data was presented using Descriptive statistics while recorded qualitative data was transcribed and patterns identified. Statistical analysis was done using Statistical Package for Social Science(SPSS). Findings from survey questionnaires showed that students’ attitudes are significantly influenced or affected by the usage of mobile phone simulation in Teaching and learning chemistry. Moreover, students displayed lower level of interest and negative attitudes towards learning via the existing Traditional methods. Similarly, FGD results showed students’ attitudes improve with usage of mobile simulation applications, and teachers too showed a significant interest towards moving to simulated learning and usage of mobile phone simulations in teaching. The study recommends school management team to develop an integrated ICT policy that demands full involvement of technological facilities in teaching and learning, and encouraging teachers to be innovative in coming up with tools that can improve learning experiences in students. Curriculum developers should consider embedding mobile-based simulation learning in chemistry subject as it helps improving students’ attitudes

Mobile Phones, a Virtue or a Bomb for Tanzanian Secondary Students?

This study investigated the position of the use of mobile phones in secondary schools in Tanzania. It examined perceptions of secondary school teachers and students on the importance of students’ use of mobile phones as among the learning resources in classroom and the reasons associated with the prohibition of mobile phones in secondary schools in Tanzania. A total of 60 participants were engaged, 40 secondary school students and 20 secondary school teachers all from two secondary schools in Ilala municipality, Dar es Salaam region. Data were collected using open-ended questionnaires, focus group discussions, semi-structured interviews and documentary review. Through inductive data analysis, it was revealed that participants had varied responses regarding the importance of students’ use of mobile phones, and the reasons associated with their prohibitions in secondary schools in Tanzania. Teachers had a view that mobile phones would facilitate self-directed learning among learners while the position of the majority of students was that mobile phones would contribute to in-depth learning in various subjects. The study concluded that the government of Tanzania should involve key stakeholders in sharing experiences in establishing mobile phones monitoring software, rules and policies regarding the suitability or faults of various decisions related to educational matters including the use of mobile phones in classroom learning

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

ICT integration in teaching and learning: perceptions and practices of secondary school students in Tanzania

The study examined perceptions and practices of students regarding the use of Information and Communication Technology (ICT) in teaching and learning at a public secondary school in Ilala district in Tanzania. Specifically, the study focused on assessing secondary school students’ ICT related knowledge and skills in Ilala district, finding out how secondary school students in Ilala district use ICT facilities in learning, and gathering opinions and views of secondary school students in Ilala district on ICT integration in teaching and learning. The study used a combination of qualitative and quantitative approaches under a case study design to gather data through focus group discussion (FGD) and questionnaire survey methods from students at the respective school. The study involved twenty five (25) students selected through simple random sampling, who were provided with a questionnaire to respond to, and ten (10) FGD participants purposively selected. The study used thematic and descriptive techniques to process qualitative and quantitative data respectively. The study findings have revealed positive students’ perception towards ICT integration in teaching and learning. The students have also demonstrated to have knowledge and skills for using different ICT tools including desktop computers, laptops,Smartphones, Smart boards and iPads. However, the students reported to be provided with insufficient time to spend on computer programmes, they were banned from bringing personal ICT devices to school and that ICT devices usage was only limited to learning computer course instead of being used in all subjects. The study recommends that the secondary school administration should change unfriendly rules, which limit students from using personal ICT facilities in teaching and learning. ICT user education should be provided to public schools in response to the negative mind set on students’ use of ICT for learning. Keywords: ICT in learning, secondary school, educational media, student perceptions, Tanzania

A systematic review on mobile learning in higher education: The African perspective

The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technology-supported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration and, provide dinstant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers’ approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field

The extent of usage of mobile devices for learning outside the classroom in a secondary school in Tanzania

Secondary school students are labelled as bad mannered, and low achievers because of their extent of using mobile devices. Elder siblings and parents have not supported these students use of mobile devices. In some cases, students have had their devices confiscated. Little do parents know; their children are using mobile devices for learning outside the classroom. Students view using their mobile devices for learning to be compatible with using textbooks and that as they use the devices outside the classroom, they are supplementing their learning. When confused, they contact teachers for clarification. To understand the extent of secondary school student’s use of mobile devices for learning outside the classroom in Tanzania, a single secondary school was purposively selected. A total of 202 students responded to questionnaire, and 20 students were interviewed by the researchers. The theory of diffusion of innovation was employed to provide an understanding of the phenomenon of interest. This research aims to debunk the myth on secondary school student’s use of mobile devices, equip students staying far from schools, and with less resources evidence of a tool they can use for learning, provide a theoretical elaboration on usage of mobile devices for learning, and apprise the informal learning community

The Context of Education Initiatives, Importance and Inhibitors of ICTs towards improving teaching and learning in Tanzania: A Critical Literature review

This paper provides a comprehensive review of articles related to initiatives towards integrating Information and Communication Technologies (ICTs) in Tanzanian education. The review summarizes the relevant research on the use of ICT in education, importance and inhibitors or challenges encountered towards improving teaching and learning from primary to higher education in the country. By having a deep understanding of the opportunities available and inhibitors of ICT towards improving learning and teaching, will be of great importance in improving the integration and utilization of ICT in the educational system in Tanzania. This review will be useful for educators, ICT policymakers and other decision makers who are directly involved in introducing ICT into education in Tanzania. In addition, the review also provides the directions for future research studies in addressing the gap between ICT and education in Tanzania. Keywords: ICT, teaching and learning; Inhibitors of ICT; Student learning, Higher Learning Institutions  (HLIs)

Developing Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda

This study investigated the ICT integration practices in pre-service teacher education in the School of Education at Makerere University (College of Education and External Studies) in Uganda and Dar es salaam University College of Education (DUCE), a constituent college of the University of Dar es salaam in Tanzania. Specifically, the study aimed at establishing ways in which ICTs were being deployed in pre-service teacher training in the two colleges. It also investigated the factors constraining integration of ICTs in pre-service teacher education as perceived by the pre-service teachers and lecturers at the colleges. Using questionnaires and interview, data were collected from both the lecturers and final year pre-service teachers during the academic year (2009/2010). The findings revealed that, limited access to ICTs, limited lecturers’ knowledge of ICTs and limited use of the available ICTs affected usage of the technologies. Thus, it emerged that there is a need to explore models situated in a more encompassing theoretical framework like Technological Pedagogical Content Knowledge (TPACK) so as to realise sustainable pedagogical practices in classrooms proliferated with technology.Keywords: TPACK; Professional development; Science educatio

TEACHERS’ CONCEPTION TOWARDS THE USE OF SOCIAL NETWORKS AS A TOOL FOR PROFESSIONAL DEVELOPMENT IN TANZANIA GOVERNMENT SECONDARY SCHOOLS: THE CASE OF DODOMA MUNICIPALITY, TANZANIA

The study sought to assess teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools in Dodoma Municipality. Thus, the specific objectives of this study were to assess teachers’ conception on the available social networks opportunities that can support professional development, and to examine the limitations that hinder teachers’ use of social networks available for professional development. The paper is guided by the social-cognitive theory which stresses that learning takes place in a social environment. A cross-sectional  research design  was  used  to  collect  data  that  involved 84  teachers  from  ten secondary schools, six heads of schools, three quality assurers and one respondent from District education office. Qualitative data were analyzed through content analysis and quantitative data were descriptively analyzed through SPSS Version 20 of which the mean score was obtained. The survey results indicated teachers had positive conceptions towards the use of social networks as a tool for professional development. Furthermore, the findings revealed that teachers faced several challenges which include lack training on how to integrate SNs in TPD and high costs of the internet bandwidth, just to mention a few. Finally, the researchers recommend that, teachers should be exposed to professional development programmes that empower them to develop various pedagogical skills and understand a variety of learning environment that can improve their practice through collaborative online social networks. Again, teachers should be provided with opportunities to use the available SNs to create professional learning networks in their local context and globally.  Article visualizations