Teachers perspectives on their use of ICT in teaching

and learning: A case study

Ayoub Kafyulilo & Jared Keengwe
Published online: 15 May 2013
#
Springer Science+Business Media New York 2013
Abstract This 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 adminis-
trative 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.
Keywords Pedagogy
.
Technology Integration
.
Science
.
Mathematics
.
Student
Learning
.
Teachers
1 Introduction
Students performance in science and mathematics has been a serious challenge with
some studies indicating a low performance rate in science and mathematics as
compared to other non-science subjects (Martin et al. 2008). The rates at which
student fail in these subjects is also a concern to all stakeholders in education
including government, parents, students, curriculum developers, and schools
Educ Inf Technol (2014) 19:913923
DOI 10.1007/s10639-013-9259-7
A. Kafyulilo
College of Education, Dar es salaam University, P O Box 2329, Dar es salaam, Tanzania
e-mail: kafyulilo@duce.ac.tz
J. Keengwe (*)
Department of Teaching and Learning, University of North Dakota,
STOP 7189, Grand Forks, ND 58201, USA
e-mail: jared.keengwe@email.und.edu
(Beauchamp and Parkinson 2008; Ezeife 2003). Some stakeholders view this failure
as result of the curriculum, existing poor teaching approaches, and students negative
attitude towards science subjects (Beauchamp and Parkinson 2008). The proponents of
improving teaching in science and mathematics suggest learner-centered approaches to
enhance student learning. Moreover, other studies suggest the adoption of technology
for science and mathematics subjects (Niess 2005) as one strategy to simplify the
learning of some scientific concepts and processes.
Some studies (Keong et al. 2005; Niess 2005; Niess et al 2009; Tilya 2008) have
indicated that effective integration of technology in science and mathematics could
enhance students understanding of basic science and mathematics concepts. Keong
et al. (2005) argue that when technology is appropriately integrated in science and
mathematics classrooms, it can improve learning through increased collaboration and
high level of communication and sharing of knowledge among students. Teachers can
also provide fast and accurate feedback to their students and allow them to focus on
active learning strategies and interpretations of answers rather than spending time on
tedious computational calculations.
Collis and Moonen (2001) and Tilya (2003) noted that technology integration
generally enhances constructivist pedagogical approaches in teaching and learn-
ing. Further, in constructivist learning, students use technology to explore and
reach an understanding of mathematical concepts by concentrating on problems-
solving processes rather than on calculations related to the problems. Keong et al
(2005) and Koehler and Mishra (2009) argue that it is not learning on how to
use technology that enhances an understanding of science and mathematics, but
the manner in which technology is used to support learning. Besides technology
to use, teachers need to consider the subjectscience or mathematics
contentand the pedagogical methods that they will employ (Niess et al.
2009). Additionally, teachers need to recognize how science and mathematics
teaching might change as a result of using various technology tools (Mishra and
Koehler 2006; Koehler and Mishra 2009).
In line with the potential of technology to improve students learning, the
government of Tanzania has established a good number of training institutions
since 1990 to promote research and development in science, technology and
education. The government was not able to sustain those institutions financially,
thus, becoming academically unviable (Mambo 2001). Further, the lack of a
policy on information technology, its acquisition and use, has led to failure of
computer technologies to produce the desired results in most academic fields
including education.
The first national ICT policy in Tanzania was developed in 2003 (URT 2003). This
policy had two main objectives: first, to provide a national framework that will enable
ICT to contribute towards achieving national development goals; and the second was
to transform Tanzania into a knowledge-based society through the application of ICT.
The ICT policy for basic education was formulated in 2007 to promote the acquisition
and appropriate use of literary, social, scientific, vocational, technological, profes-
sional and other forms of knowledge, skills and understanding for the development
and improvement of man and society (URT 2007). This policy was implemented in
collaboration with other education policies that included the Education and Training
Policy of 1995, the Primary Education and Development Plan (PEDP) 20022006,
914 Educ Inf Technol (2014) 19:913923
and the Secondary Education Development Plan (SEDP) 20042009 (URT 2009).
Both PEDP and SEDP prioritize ICT-based information management at all
levels and the introduction of computer courses into primary and secondary education
(Hare 2007).
2 ICT integration in Tanzanian schools
The first official syllabus for school computer studies in Tanzania was introduced in
1997. However, little was done to integrate computers into education until 2002 when
ICT integration initiatives began in Tanzania. During that year, the Ministry of
Education called a stakeholders workshop with support from the International
Institute for Communications Development (IICD), a Dutch NGO to identify some
ICT integration initiatives (Hare 2007). The workshop examined areas of ICT in-
terventions and 11 project proposals were created to explore the benefits and the
potential gains in adopting ICT in the education sector (Hare 2007).
As a response to the 2002 workshop, the Ministry of Education and Vocation
Training formed an e-school forum in 2005, to design a program that would support
the introduction and use of ICT in secondary education known as the e-School
Programme (Hare 2007). The project was offered in phases starting with 200
secondary schools in phase 1 (2006 to 2008), a large-scale rollout covering 2000
schools in phase 2 (in a five years period), and nationwide coverage that was expected
by 2015. The project covered a wide range of activities including ICT infrastructure
development in schools, technical resources, and student management at school
levels, content and curriculum development, e-learning programs, human resources
development, and program co- ordination and funding.
A study by Vesisenaho (2007) shows that it is mostly private secondary schools in
Tanzania that are able to offer computer science or ICT integration in teaching and
learning. These findings are supported by Hare (2007), who reports that, most
private schools in the urban centers, especially Dar es Salaam, are the ones which
are embracing the use of ICTs, albeit without a formal setting or a policy framework
(p. 4). It is still not clear not as to why private schools have been able to offer ICT
integration in teaching, but not the government schools. Similarly, Kafyulilo (2012),
argue that even in ICT equipped schools, the ICT use is mostly confined to admin-
istration purposes. Teachers find it difficult to prepare a technology-enhanced lesson
as they think it takes time away from actual lesson preparation (Kafyulilo 2012).
Ottevanger et al. (2007) also reported that ICT is not integrated in many subjects in
Tanzanian schools. Additionally, students are mostly taught basic computer concepts
and applications (Kafanabo 2006).
The Ministry of Education and Vocational Training (MoEVT) developed the ICT
for Teacher Professional Development (ICT-TPD) framework to address the chal-
lenges of teacher shortages in key subjects (Mathematics, Science and English),
teacher quality and teacher support using the existing ICT infrastructure in the
Teacher Training Colleges (TTCs) for pre-service, in-service programs, and on-
going learning of teachers (URT 2009). Using this framework, the Ministry of
Education and Vocational Training of Tanzania also established an ICT for Science,
Mathematics, and English (ICT-SMEs) project for secondary schools. The project
Educ Inf Technol (2014) 19:913923 915
was funded by the World Bank and implemented by the Global e-School Community
Initiatives (GESCI) in consultation with the Ministry of Education and Vocational
Training. Teachers from selected schools (mostly those with computers) were trained
on the pedagogical uses of technology in teaching. Therefore, this article presents the
perspectives of science and mathematics teachers on their use of information and
communication technology (ICT) in teaching and learning in Tanzania.
3 Method
The government of the United Republic of Tanzania has embarked on a number of
ICT initiatives to support ICT integration in education. Two are of interest in this
article: The first involves the implementation of the e-school programme which
installed computers in most urban government schools, and the second is the imple-
mentation of ICT-TPD framework which focused on training of teachers to integrate
technology in Science, Mathematics and English teaching. Despite these initiatives,
the central question remains: how is technology utilized for effective teaching and
learning in science and mathematics in Tanzania?
3.1 Research questions
The following research questions guided this study:
1. To what extent are teachers using technology to facilitate student learning in
science and mathematics?
2. In what pedagogical activities do teachers normally integrate technology?
3. To what extent are teachers confident to integrate technology in science and
mathematics teaching?
3.2 Participants
Two secondary schools from Dar es Salaam in Tanzania participated in this study.
The two schools were selected for this study because they were among the few first
piloted government secondary schools for ICT integration in the early 2005 when
ICT integration process in secondary schools started. Those schools received com-
puters from the Ministry of Education and Vocational Training as well as the teachers
from those schools participated in the in-service training program organized by the
Ministry of Education and Vocational Training in the early 2010 through the ICT-
SMEs project. The selected were, therefore, expected to provide an exemplary model
of ICT integration for other schools in the country.
A total of 26 purposefully selected science and mathematics teachers participated
in the study (13 teachers from each school). Since this study was only interested on
the way ICT is being implemented in schools to enhance learning in science and
mathematics subjects, only science and mathematics teachers were selected for the
study. All teachers signed a consent form to accept to be part of the study. The heads
of the participating schools requested for the names of their schools to be unrevealed
in order to maintain the confidentiality of the respondents. Therefore, the two schools
916 Educ Inf Technol (2014) 19:913923
in the study are represented by letters: A and B. Table 1 provides a summary of the
demographic characteristics of the participants from schools A and B.
The level of the teachers computer knowledge was indicated by teachers in the
questionnaire when responding to a question about their ability to use a computer,
with their response being either yes or no. Table 1 represents the percentages of
teachers who responded Yes in this question.
3.3 Instrument
A questionnaire was used to gather data on teachers perceived knowledge and skills
of integrating technology in science and mathematics teaching. The instrument was
adopted from the Organization for Economic Co-operation and Development
(OECD) (2009) and was previously used by Kafyulilo (2010) in his study of ICT
use in pre-service teacher education. The questionnaire had mainly four parts: The
first part included information about personal information such as age of respondents,
subject they teach, computer literacy, frequency of computer uses and whether or not
they have their own computers at home. The second part included the frequency of
use of various technological tools such as computer, mobile phones etc to support
learning in their schools. The third part was about the extent to which teachers use
technology for teaching and learning process as well as administration purposes, and
the fourth part included questions regarding teachers confidence to use technology
for various teaching and learning process, personal development and management
purposes. Items related to frequency of technology use, had a 6 points Likert scale:
1 = Never, 2 = rarely, 3 = sometimes, 4 = often, 5 = almost always, 6 = always. Items
regarding the extent of use of technology for learning or administrative purpose as
well as the teachers confidence to use technology used a 5 points Likert scale: 1 =
strongly disagree, 2 = disagree, 3 = neutral, 4 = agree and 5 = strongly agree. The
summary of the content of the questionnaire is presented in Table 2.
3.4 Data analysis
Data were analyzed by computing frequencies, means and standard deviations. Also a
two paired sample t-test was used to find out if there was a statistically significant
difference in technology use between the two schools: A and B. Means and standard
deviations were calculated from the teachers response on each item. A mean score
above 3.5 was meant to denote a high level of ICT integration in a given pedagogical
activity, and any score below three implied a low level of ICT integration for a given
pedagogical activity.
Table 1 Demographic Characteristics of the participants
School A School B
Male Female Male Female
Participants 9 4 6 7
Computer Knowledge 55.6 % 50 % 66.7 % 57 %
Educ Inf Technol (2014) 19:913923 917
4 Findings
The perceptions of using technology for teaching on both schools was different, with
teachers in school B reporting to be using technology more than those in school A.
Perceptions of using technology was also below the mean for all technological tools
in school A, where as in school B, the use of personal computers and mobile phones
was above the mean (3.5).
Technology use was insignificant for Personal computers and Learning manage-
ment system between the two schools (Table 3).
Although the overall perceptions of technology use in both schools (A and B)
appeared to be low, (M<3.5) as presented in Table 3. Further findings on perceptions
of ICT integration in various pedagogical activities revealed that, majority of teachers
who had the opportunity to use technology, used to support various students learning
styles. Table 4 provides a summary of the use of technology to facilitate various
students learning activities.
Results in Table 4 show that perceptions of teachers use of technology to support
students learning were between Neutral (3) and Strongly agree (5). This implies
that whenever they got an opportunity to use technology, teachers priority was on the
enhancement of student learning. For example, from Table 4, majority of teachers
(M=4.66, SD=1.00) were using technology to support various students learning
Table 2 Components of a questionnaire
Construct Exemplary item No. of items Cronbachs
Personal Information I have a computer at home 6
Technology use at the school Describe the frequency of use
of computer at your school
7 0.78
Use of technology to support
students learning
I use technology to support
various student learning styles
in science/math
6 0.84
Use of technology for activities
other than teaching
I use technology for communication
and networking in science or math
course I teach.
7 0.81
Confidence to use technology
for various teaching, learning
and administrative purposes
I am confident to use technology
to support students learning of
complex science/math concepts
12 0.96
Table 3 Technology use between school A and School B
Technological tools used in science and mathematics School A School B Sig.
Mean SD M SD
Use of Personal Computers 3.34 1.72 3.52 1.55 0.096
Use of Learning management system/VLE 3.17 1.79 3.34 1.68 0.057
Scale: 1 = Never, 2 = rarely, 3 = sometimes, 4 = often, 5 = almost always, 6 = always
918 Educ Inf Technol (2014) 19:913923
styles in science or mathematics. There were also high level of technology use to
support students learning of complex concepts and in enhancing students interests
on science and mathematics (see Tables 1 and 3).
In analyzing the extent to which teachers were using technology for other profes-
sional related activities, it was revealed that, rarely teachers used technology for
activities other than learning process. The overall mean value for teachers use of
technology for activities other than teaching was 3.0 and standard deviation was 1.5.
Table 5 provides a summary of the teachers perceptions of the use of technology for
activities other than teaching.
As indicated in Table 5, it appears that there was high level of Internet use in the
two schools; all items that had a mean above 4 were related to Internet use. For
example, teachers showed a high level of use of technology (particularly Internet) for
their own development and learning. They also indicated that they used technology to
access web information sources as well as for communication and networking. The
teachers confidence to use technology for various teaching and learning, and col-
laboration with various stakeholders within and outside their schools was found to be
average. Table 6 provides a summary of the teachers perceptions on their confidence
to integrate technology in various components of teaching and learning.
As indicated in Table 4, teachers responses on the above questions ranked
between disagree (2) and strongly agree (5). However, majority of teachers were
neutral on their level of confidence in the use of technology. Thus, many of them
Table 4 Use of technology to facilitate various students learning activities
I use technology N Mean SD
to support various students learning styles in science/math 26 4.66 1.00
to support activities that facilitate higher order thinking in science/math 26 3.97 1.29
to support creativity in science/math 26 3.89 1.50
to foster pupils ability to use technology in their learning 26 4.02 1.25
to support students in learning complex science or mathematics concepts 26 4.51 1.18
to enhance students interests in science and mathematics 26 4.54 1.21
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree
Table 5 Teachers use of technology for activities other than teaching
I use technology N M SD
for communication and networking in science/math course I teach 26 4.17 1.49
for my own development and learning of science/math 26 4.55 1.43
for organizing my work and keeping records 26 3.90 1.42
for preparing a science/math lesson 26 3.86 1.66
for finding digital learning resources for science/math 26 3.72 1.46
for designing and producing my own digital learning resource for science/math 26 3.59 1.74
to access web information sources e.g. eric 26 4.48 1.68
Scale: 1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly agree
Educ Inf Technol (2014) 19:913923 919
scored the Neutral (3) and agree (4) responses than they scored disagree and
the strongly agree. To some extent, this implies that teachers were not confident to
integrate ICT into their teaching and learning activities.
5 Discussions
Majority of teachers and schools had limited opportunity to use technology for
various learning programs. In both schools (A and B), it was revealed that techno-
logical tools such as personal computers and learning management system were
sometimes used in schools. Based on these findings, it can be implied that
technology use in the participating schools was low. Given that the participating
schools were the first piloted schools on ICT integration in education in Tanzania, it
was expected that majority of teachers would have been using technology to support
science teaching and learning process. However, the findings showed high standard
deviations in most of the technology usean indication that within the school, there
were some teachers who perceived their technology integration competency as high
while others perceived it low. Since those schools were privileged for teacher training
on ICT integration and access to technology tools, once would expect better results on
ICT integration practices. This tendency supports other studies such as Kafyulilo
(2012) who reported that although computers are available in many schools, teachers
rarely use them for teaching purposes. Additionally, in schools where computers are
used, they are mostly confined to administrative purposes than teaching and learning
process (Hare 2007; Keengwe 2007).
Although the overall use of technology in schools was found to be low, teachers
reported that they used technology more often to support various learning activities.
Additionally, it appears that, the level of technology use by individual teachers to
support students learning in science and or mathematics was fairly encouraging, but
the overall uses of technology at schools level was low. On the other hand, the use of
technology for self-learning and activities that have little link with the pedagogy was
found to be average (Hare 2007; Vesisenaho 2007).
Most of the responses by teachers regarding the use of technology for activities
other than teaching fell within sometimes and often. Only few responses fell
within almost always and none of the response fell on always. It could be implied
that technology use in Tanzania secondary schools is low not only in teaching but
Table 6 Teachers confidence to integrate technology
I am confident to use technology for No of items M SD
Communication with parents students, and school management 3 3.74 0.71
Using technology to access web information sources e.g. Eric, Google, 2 3.36 0.42
Using technology to support learning of science/math to students
with different abilities
3 3.82 0.82
Using technology to facilitate students higher order thinking and
creativity in science/math
4 3.23 0.48
Scale: 1 = strongly disagree, 2 = disagree, 3 = undecided, 4 = agree and 5 = strongly agree
920 Educ Inf Technol (2014) 19:913923
even for other activities besides pedagogical use. Several factors have been reported
as contributing to the low level of technology use in teaching. Some of these factors
include limited teachers technological knowledge (Koehler and Mishra 2009) and
limited supply of technological tools (Hare 2007; Knezek et al. 2003), and limited
teachers confident to integrate technology in their teaching.
6 Conclusion
Based on the findings, it can be concluded that the perspectives of overall computer
use in teaching and learning in Tanzanian schools were very low. Unlike the findings
by Hare (2007) and Vesisenaho (2007), who reported high uses of technology for
administrative purposes, the findings in this study indicate limited uses of technology
in both pedagogical applications and activities other then pedagogical practices. If
only few teachers at school were using computers as per the findings of this study, it
can further be implied that computers were less useful to teachers in those schools.
These findings also suggest that ICT integration problem in Tanzania is more than
just teachers technological knowledge and technological tools as argued in other
studies (Ottevanger et al 2007; Kafyulilo 2012), rather there is need for further
investigation on social and psychological factors that might be responsible for this
outcome.
The teachers perceptions revealed 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. The missing confidence in these attributes
can have a negative impact on the teachers decision to use technology in their
teaching (Gaible and Burns 2005; Yuen and Ma 2002).
Teachers, who are not confidence in the instructional use of technology fear the
embarrassment that is likely to occur in front of the students if things go wrong with
the computer (Flick and Bell 2000). This is particularly true for beginning teachers as
well as old teachers who have no experience with computers. As a result, effective
pedagogical strategies meant to develop ICT integration programs in schools should
focus on making a shift from teaching technology, or using technology for adminis-
trative purpose to the use of technology for pedagogical ends (Beyerbach et al. 2001).
There is need to develop teachers ability to use technology pedagogically more
than just preparing teachers to teach technology to students (Doering et al. 2003).
There is also a distinct difference between teaching technology and using technology
to enhance teaching (Beyerbach et al 2001). Teaching technology can have an impact
on the students skills and knowledge of technology while using technology to
enhance teaching, can have an impact on the students understanding of the lesson.
Finally, efforts should be made to develop teachers technological knowledge, skills
and ability of using ICT in the classroom so as to enhance their confidence in teaching
with technology.
Educ Inf Technol (2014) 19:913923 921
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