Internet as a helping tool or does it make you a fool? : perceptions of secondary education students about the use of the Internet for learning

Our paper presents first results from an interview based qualitative research among students on the relationship between ICT use and learning, as well as school performance. The interviews were coducted among secondary education students in the academic year 2019-2020, which was influenced by the switch to digital education due to COVID-19 measurements. The interview explored students’ perceptions about the effects of the Internet on their generation, the modes of use for learning and the relationship between ICT use and school perfomance. Based on the narratives we suggest that the Internet is mostly considered useful and helpful in learning for students, but only when being aware of how to use it effectively for enhancing learning and school performance

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

Aspects to Be Considered when Implementing Technology Enhanced Learning Approaches. A Literature Review

The significance of approaches to technology-enhanced learning (TEL) has increased rapidly during the last few years. Nowadays in education different approaches such as game-based learning, web-based learning, video-based online courses, and many others are used on a daily basis. However, what defines the success of technology-enhanced learning approaches and how can such approaches be developed in a structured way? Furthermore, what different aspects have to be considered while doing so? To answer these questions, 4567 publications were analyzed in this present literature review in order to recognize the different aspects of implementing technology-enhanced learning approaches. Finally, 20 categories are defined in four main areas that summarize all the aspects in the field of technology-enhanced learning. Moreover, the study also reveals research areas that are important but hardly investigated in the observed journals of this study

DETERMINANTS OF TEACHERS’USE OF INSTRUCTIONAL RESOURCES IN TEACHING PRE-PRIMARY SCIENCE AND MATHEMATICS ACTIVITIES IN MACHAKOS COUNTY, KENYA

This study sought to find out the determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. Its effects in learning achievement which has led to poor performance in science and mathematics activities the current study sought to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya.The study also found out the influence of teachers’ training level, gender, attitude and motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which was on the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County. Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using face validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The study found out that pre-primary teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that instructional resources are made available for better pupil achievement in science and mathematics