Teachers’ pedagogical competencies on the use of ICT for enhancing learner-centred learning in secondary schools in Tanzania: the case of Bagamoyo district

Omari, Laila

dc.creator	Omari, Laila
dc.date	2022-02-28T12:21:31Z
dc.date	2022-02-28T12:21:31Z
dc.date	2021
dc.date.accessioned	2022-10-20T14:15:55Z
dc.date.available	2022-10-20T14:15:55Z
dc.identifier	Omari, L. (2021).Teachers’ pedagogical competencies on the use of ICT for enhancing learner-centred learning in secondary schools in Tanzania: the case of Bagamoyo district(Master's dissertation). The University of Dodoma, Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/3359
dc.identifier.uri	http://hdl.handle.net/20.500.12661/3359
dc.description	Dissertation (MA Education)
dc.description	This study investigated teachers’ pedagogical competencies on the use of ICT in enhancing learner-centred learning in Tanzania secondary schools using Bagamoyo District as the case study. The study examined teachers’ technological literacy of ICT integration to support learner-centred learning, assessed teachers' pedagogical competencies in using ICT to support learner-centred learning and explored teachers’ ICT-based pedagogical strategies for enhancing learner-centred learning. Merrill’s First Principle of Instructional Theory guided the whole process of data collection and analysis in the study. A mixed-methods approach was adopted coupled with the case study design. The design allowed the integration of qualitative and quantitative methods though the qualitative method was predominantly used in the study. Six public secondary schools were selected purposely while 126 respondents informed the research. These included teachers, heads of schools, academic masters/ mistress, and district educational officers. Both purposive and simple random sampling techniques were used to obtain the respondents. Interviews, focus group discussions, questionnaires and observations were used to generate data for the study. Furthermore, qualitative data were analysed according to thematic analysis while quantitative data were processed and analysed descriptively using SPSS version 21 to compute the mean, frequency, and percentages. The analysis revealed that most teachers were technologically literate. The overall mean score was 3.05, which indicates that teachers agree to be pedagogical competent. However, observations made through this study revealed that most teachers are not pedagogical competent enough to integrated ICT tools in classroom teaching to enhance learner-centred learning. The overall mean score was I.55, which indicates that ICT is not effectively used in teaching to enhance learner centred learning. Teachers practised different ICT based pedagogical strategies for the effectiveness of ICT use to enhance learner-centred learning were employed. Conclusively, teachers need to have pedagogical competencies to nurture learners for the world market demand of employment and development of the country. It is recommended that the government should design training for the contemporary knowledge age, ICT materials and facilities ought to be kept in good shape and teachers’ strategies should be supported for effective use of ICT to enhance learner-centred learning.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Pedagogical competencies
dc.subject	Information and Communication Technology
dc.subject	ICT
dc.subject	Secondary schools
dc.subject	Bagamoyo
dc.title	Teachers’ pedagogical competencies on the use of ICT for enhancing learner-centred learning in secondary schools in Tanzania: the case of Bagamoyo district
dc.type	Dissertation