Teachers’ perceptions on the use of information and communication technology as teaching and learning tool in public secondary schools in Tanzania: a case of Butiama district in Mara region

Kenyatta, Francisco

dc.creator	Kenyatta, Francisco
dc.date	2018-04-09T06:29:00Z
dc.date	2018-04-09T06:29:00Z
dc.date	2017
dc.date.accessioned	2022-10-20T14:15:20Z
dc.date.available	2022-10-20T14:15:20Z
dc.identifier	Kenyatta, F. (2017). Teachers’ perceptions on the use of information and communication technology as teaching and learning tool in public secondary schools in Tanzania: a case of Butiama district in Mara region. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/417
dc.identifier.uri	http://hdl.handle.net/20.500.12661/417
dc.description	Dissertation (MA Education)
dc.description	The purpose of this study was to investigate teachers' perceptions of using Information and communication technology as a tool for teaching and learning in public secondary schools at Butiama District in Mara Region. Specifically, the study explored the availability of ICT tools, teachers‘ skills on the use of ICT and perceptions on the use of ICT as a teaching tool in public secondary schools. The study employed descriptive design, while mixed research approach was used. Data were collected through questionnaires and interviews. About 68 respondents were involved in questionnaire information whereas 4 responded to interview tips thus, making a total of 72 respondents. The study was grounded by the theory of Innovation Diffusion (IDT) by Everrett M. Rogers developed in 1962, and the study also was guided by two models which are the Technological Acceptance Model (TAM) and the IT Implementation Process Model theories. Quantitative data were analyzed using SPSS version 16 and summarized using descriptive statistics such as frequencies and percentages and presented in tables, charts, and graphs while qualitative data were presented in narratives. The findings of the study indicated that there were different ICT tools in schools which were scarce, and schools are connected to the national grid though they have unreliable electricity. Moreover, the uses of ICT were pointed out by respondents and were identified in levels of agreement. The study also identified that teachers had different perceptions on the use of ICT in teaching and learning in public secondary schools. The study recommends that the use of ICT as a tool for teaching and learning in public secondary schools in Butiama District should be improved by solving the challenges related to availability, adequacy, and use of ICT amenities in particular schools.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Teaching
dc.subject	Teaching tools
dc.subject	Learning
dc.subject	Technology
dc.subject	ICT
dc.subject	Butiama
dc.subject	Communication channels
dc.subject	Tanzania
dc.subject	Information and Communication Technology
dc.subject	Teachers' perceptions
dc.subject	Public secondary schools
dc.subject	Teachers' skills
dc.title	Teachers’ perceptions on the use of information and communication technology as teaching and learning tool in public secondary schools in Tanzania: a case of Butiama district in Mara region
dc.type	Dissertation