Effectiveness of Implementation of Information and Computer Studies Curriculum in Public and Private Colleges of Diploma in Teacher Education in Southern Highlands Zone, Tanzania

Ngonyani, Gereon Daidai (2014) Effectiveness of Implementation of Information and Computer Studies Curriculum in Public and Private Colleges of Diploma in Teacher Education in Southern Highlands Zone, Tanzania. PhD thesis, Catholic University of Eastern Africa.

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Abstract

Current educational reforms in Tanzania have been implemented in accordance with the Dakar Framework of Action of 2000. Tanzania’s own Framework of Action includes technicalizing education through use of Information and Communication Technology (ICT). Education policy was revised to add National ICT policy for Basic Education, which was launched in 2007. The policy strategizes to diffuse ICT into all Diploma in Education Teachers’ Colleges (TCs) in the hope that all student teacher graduates would be “early adopters” in the diffusion of innovation process. A special Information and Computer Studies (ICS) pedagogical curriculum was introduced in 2007. Since its inception, only one known case study has been conducted involving 2 colleges out of 103 TCs in Tanzania. The current study based its theoretical framework on Knowledge Base Models of Teaching by Shulman (1987) and on curriculum Diffusion of Innovation theories as espoused by Rogers (1995). A System Model provided a base for conceptual framework (Rajasekar, 2009). A mixed methods design was used in the methodology. Stratified random and purposive sampling strategies were used to determine the sample. A sample of 44 out of 117 teacher educators, and 6 of 7 College Principals was investigated. Structured closed-ended questionnaires, semi-structured interviews, Document Analysis guides and Focus Group Discussion guides were used to gather data. Interpretive and statistical approaches were used to process and analyze data. The findings revealed that implementation of ICS pedagogy curriculum for Diploma in Teacher Education in Southern Highlands Zone was not effective since it was faced with many challenges deriving from lack and insufficiency of basic inputs. The basic inputs that lacked were: computers; internet connectivity; e-libraries; and ICT laboratories that could accommodate large numbers of students. Teacher educators were neither given ICT in-service courses nor indoor training at college levels. The teacher educators lacked an interactive peer environment for ICS skill training and work. The computers and internet were not effectively used as tools for teaching and learning. Consequently, ICS was taught theoretically with little practice hence diverging from its intended objectives. Suggestions on how to improve implementation of the ICS pedagogy curriculum were: conduct of frequent in-services courses to teacher educators and Principals; purchase of more computers; maintenance of computers; provision of reliable connectivity; and institution of e-libraries. The study recommends that the Government of Tanzania and education stakeholders should: make follow ups on the teaching and learning of the ICS curriculum; revise the ICS curriculum; and change the examination practice to include an ICS practical examination.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics > QA75 Electronic computers. Computer science Z Bibliography. Library Science. Information Resources > ZA Information resources
Divisions:	Africana
Depositing User:	JHI Africa
Date Deposited:	27 Sep 2017 11:20
Last Modified:	27 Sep 2017 11:20
URI:	http://thesisbank.jhia.ac.ke/id/eprint/2378

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