The aim of this study was to investigate environmental challenges to computer technology applications/ICT in teaching learning process in secondary school. This study has been conducted in Moshi municipality with the aim of knowing what are the hindrances of computer studies/ICT in learning and teaching process among the secondary schools so as to give solutions, hence provide Tanzania a new face of specialization in Computer studies in secondary schools and hence increase students curiosity and intellectual inquire of mind.
Furthermore, primary data has been collected through questionnaires and interview from seventy two (72) respondents of whom sixty (60) were students, (6) teachers and (6) heads of schools. Moreover, the data study findings has been organized into tables then the analysis came out with the correct results and the recommendations from the study.
Table of Contents
1. CHAPTER ONE: INTRODUCTION
1.2. Statement of the Problem
1.3 Purpose of the Study
1.4. Objectives of the Study
1.5. Research questions
1.6. The significance of the problem
1.7. Scope of the Study
1.8. Limitation of the study
2. CHAPTER TWO: LITERATURE REVIEW
2.2 Relevance of Theories and Principles to the Study
2.3 The Question of Computer Course syllabus at Schools in Tanzania
2.2 Access and Importance of adopting ICT in teaching and learning process
2.3. Poverty and ICT adoption in Teaching and learning process
2.4. ICT for Educational Development
2.5. National Poverty and ICT infrastructure
3. CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Approach
3.2 Area of study
3.3 Research Approach
3.4 Population sampling
3.4 Data Collection Methods
3.4.1 Questionnaires
3.4.2 Observation
3.4.3 Interview
3.4.4 Types of data Collected
3.4.5 Primary data
3.4.6 Secondary Data
3.5 Data analysis Procedure
4. CHAPTER FOUR: RESEARCH FINDINGS PRESENTATION AND ANALYSIS
4.1 Introduction
4.1.1 Effectiveness of ict application teaching and learning process in schools
4.1.1.1. Number of computers present at the school
4.1.1.2 Sharing of computers to students
4.1.1.3 Number of ICT teachers
4.1.2 Environmental challenges to ICT application in teaching and learning process
4.1.2.2 Availability of suitable Computer lab and Educational software for teaching and learning process
4.1.3. Other things out of environmental challenge that affect ICT application in secondary schools
4.1.3.1. Involvement of students and teachers in ICT applications
4.1.3.2. Priority student gives to ICT applications in learning compare to other programs
4.1.4 How poverty affects computer technological application/ict in teaching and learning process in secondary schools
4.1.4.1Ownership of computers among students’ and teachers
4.1.4.2. Poverty type and its degree of effect to IT practical learning
5. CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
5.1CONCLUSION
5.1.1 Effectiveness of ICT in secondary schools
5.1.2 Environmental challenges to ICT application in secondary schools
5.1.3. Other things out of environmental challenge that affect ICT in secondary schools
5.1.4 How poverty affects computer technological application/ict in teaching and learning process in secondary schools
5.2 RECOMMENDATIONS
5.2.1 Recommendations related to effectiveness of IT in schools
5.2.2 Recommendation related to environmental challenges
5.2.3 Recommendations related to other factors
5.2.4 Recommendations related to poverty
Research Objectives and Themes
The primary objective of this research is to investigate the environmental challenges that hinder the effective application of Information and Communication Technology (ICT) in the teaching and learning processes within secondary schools in the Moshi Municipality. The study seeks to identify key obstacles—ranging from infrastructure and resource availability to socio-economic factors—in order to provide evidence-based recommendations for stakeholders, including the Ministry of Education and school administrators, to improve computer studies implementation in Tanzania.
- Effectiveness of ICT infrastructure in Tanzanian secondary schools.
- Impact of environmental and circumstantial challenges on ICT adoption.
- Influence of school, individual, and national poverty on computer technology access.
- Role of stakeholders and policy in supporting ICT curriculum implementation.
- Practical involvement and priority levels of students and teachers regarding ICT.
Excerpt from the Book
1.1 Background information to the Problem
Computer studies/ICT is the strange word that is now getting used by most of the people in Tanzania. The term ICT is an abbreviation of the word Information Communication Technology. It implies the skills related to computers and its role in information flow and settings. The ICT Education Policy in Tanzania of 2007 defined the term Information and Communication Technology (ICT) as form of technology that are used for communication and to transmit, store, create, share or exchange information. This broad definition of ICT includes technologies such as: - radio, television, video, telephone (both fixed line and mobile), computer network, hard ware and software. Also it includes the equipment and services associated with these technologies, such as electronic mail, text message and radio broadcasts. It is a technology that acts as a lubricant to information flow. However, this skill has been spread throughout the world at different periods and with different growth rates.
According to Tanzania National ICT Policy Journal (2003), IT was established in Africa by the end of the 19th century but for Tanzania it came to be known and spread broadly in 1992 and 1995.
According to Desiderius C. (2005), Efforts to modernize information technology in Tanzania started as early as 1965 when the first computer in the country was installed in the ministry of finance. Unfortunately, these efforts were hampered by several problems that included the lack of qualified indigenous personnel and uncoordinated planning.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter provides the background, problem statement, and objectives of the study regarding ICT usage in Moshi secondary schools.
CHAPTER TWO: LITERATURE REVIEW: This chapter reviews theoretical principles and existing research concerning ICT adoption, poverty, and educational policies in Tanzania.
CHAPTER THREE: RESEARCH METHODOLOGY: This chapter details the research design, including the case study approach, population sampling, and data collection tools like questionnaires and interviews.
CHAPTER FOUR: RESEARCH FINDINGS PRESENTATION AND ANALYSIS: This chapter presents the empirical data collected from schools, analyzed through tables to assess ICT effectiveness and environmental obstacles.
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS: This chapter synthesizes the research findings and offers specific suggestions for policymakers and school administrators to overcome identified ICT implementation challenges.
Keywords
Information and Communication Technology, ICT, Secondary Schools, Moshi Municipality, Computer Studies, Educational Software, Infrastructure, Teaching and Learning Process, Environmental Challenges, Poverty, Stakeholders, Digital Literacy, Curriculum Implementation, IT Infrastructure, Educational Policy.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on identifying the environmental and circumstantial challenges that hinder the effective integration of Information and Communication Technology (ICT) in secondary schools within the Moshi Municipality.
What are the central thematic areas?
The study centers on ICT infrastructure availability, the influence of poverty (individual, school, and national) on technology access, the effectiveness of existing computer curricula, and the involvement of stakeholders.
What is the primary research goal?
The goal is to determine the obstacles faced by students and teachers when using ICT and to propose solutions that will facilitate a more effective learning environment for computer studies in Tanzania.
Which scientific methodology is applied?
The researcher utilizes a "Case Study" approach, employing a mix of qualitative and quantitative techniques, including structured questionnaires and face-to-face interviews with students, teachers, and school administrators.
What is addressed in the main body?
The main body covers the theoretical background of ICT in education, the methodology used to gather data in Moshi, the presentation of findings regarding current computer facilities and teacher involvement, and an analysis of how poverty acts as a barrier.
Which keywords define this work?
Key terms include ICT adoption, Moshi secondary schools, educational infrastructure, poverty, computer literacy, and teaching methodologies.
How does national poverty specifically affect ICT adoption in these schools?
The findings indicate that national poverty is the leading factor (58.3%) affecting ICT integration, as it limits the government's ability to provide reliable electricity, appropriate computer labs, and modern software to schools.
What role does the "Case Study" approach play in the methodology?
It allows the researcher to focus on specific secondary schools in the Moshi area to obtain localized, firsthand data, enabling a deep dive into the specific problems faced by those institutions.
Are students actively involved in the ICT practical learning process?
The study reveals that involvement is generally considered average or low due to a lack of facilities, with many students having to share a single computer among groups of five or more.
- Citar trabajo
- Boniphace James (Autor), 2013, Environmental Challenges to Computer Technology Application in Teaching and Learning Process in Secondary Schools, Múnich, GRIN Verlag, https://www.grin.com/document/370716
