Teachers’ perspectives on their use of ICT in teaching and learning: A case study

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dc.creatorKafyulilo, Ayoub
dc.creatorKeengwe, Jared
dc.date2016-08-12T11:42:30Z
dc.date2016-08-12T11:42:30Z
dc.date2013-05
dc.date.accessioned2018-03-27T09:43:45Z
dc.date.available2018-03-27T09:43:45Z
dc.descriptionFull text can be accessed at http://link.springer.com/article/10.1007/s10639-013-9259-7
dc.descriptionThis article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
dc.identifierKafyulilo, A. and Keengwe, J., 2014. Teachers’ perspectives on their use of ICT in teaching and learning: A case study. Education and Information Technologies, 19(4), pp.913-923.
dc.identifierhttp://hdl.handle.net/20.500.11810/3491
dc.identifier10.1007/s10639-013-9259-7
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3491
dc.languageen
dc.subjectPedagogy
dc.subjectTechnology Integration
dc.subjectScience
dc.subjectMathematics
dc.subjectStudent Learning
dc.subjectTeachers
dc.titleTeachers’ perspectives on their use of ICT in teaching and learning: A case study
dc.typeJournal Article

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