Relevance of curriculum content for learning ICT-mediated teaching: perspectives from Tanzanian computer science student teachers and tutors
Keywords:
ICT curriculum content, ICT-mediated teaching, computer applications, networking and programming languages, computer science student teachers, future educatorsAbstract
This study explored the perspectives of computer science student-teachers and tutors on the relevance of curriculum content for learning ICT-mediated teaching in Tanzanian diploma teachers’ colleges. Using a qualitative multiple-embedded case study design, data were collected from 30 participants through focus group discussions, interviews, and document analysis. The findings indicate that both student-teachers and tutors consider the ICT curriculum relevant, particularly topics such as computer applications, networking, and programming languages, which support lesson planning, teaching, and assessment using ICT. The study concludes that effectively integrating these technological topics enhances ICT-mediated teaching skills among future educators. It recommends that teacher education institutions, including the Tanzania Institute of Education (TIE), embed these topics more comprehensively into syllabi for science and mathematics student-teachers, emphasising digital literacy and technical proficiency.
References
Afolabi, S. O. (2013). How teaching practice is an integral part of the training programme at Nigeria certificate in education. Journal of Kwara State College of Education, 5, 58-63.
Akar, H. (2018). Challenges face implementation of teacher training colleges in Poland. Middle East Technical University Press.
Alharbi, E. (2014). A study on the use of ICT in teaching in secondary schools in Kuwait [Unpublished master’s thesis]. Cardiff Metropolitan University.
Ali, G., Haolader, F. A., & Muhammad, K. (2013). The role of ICT to make teaching-learning effective in higher institutions of learning in Uganda. International Journal of Innovative Research in Science, Engineering and Technology, 2(8), 5-12.
Anderson, G., Nfuka, K., Sumra, V., Uimonen, H., & Pain, M. (2014). Evaluation of ICT implementation in teacher education colleges in Tanzania. Sweden International Development Agency (SIDA).
Assan, T. E. B. (2013). Teaching practice for the 21st century: Challenges and prospects for teacher education North-West, South Africa. Journal of Social Science, 37(3), 279-91.
Bai, Y., Mo, D., Zhang, L., Boswell, M., & Rozelle, S. (2016). The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China. Computers & Education, 96, 1–14. https://doi.org/10.1016/j.compedu.2016.02.005.
Baran, E., & Correia, A. P. (2017). Exploring the impact of teaching with technology on student learning in the classroom. Computers & Education, 107, 1-15. https://doi.org/10.1016/j.compedu.2017.01.003.
Barr, R. B. & Tagg, J. (1995). From teaching to learning – A new paradigm for undergraduate education. Journal of Change, 27(6), 13–26. https://doi.org/10.1080/00091383.1995.10544672.
Bhargava, A. (2009). Teaching practice for student teachers of education programme. Turkish Online Journal of Distance Education, 10(2), 30-45.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa.
Carlos, S & Gadio. C. T. (2012). Teachers’ professional development in the use of technology. Taylor and Francis.
Chirwa, G. (2018). Assessment of Internet uses for teaching and learning in teacher training colleges [Unpublished master thesis]. Mzumbe University.
Douglas, S. A. (2014). Student teachers in school practice: An analysis of learning opportunities. Macmillan. https://doi.org/10.1057/9781137268686
Douglas, S. A. (2019). Learning to teach: a focus on the personal rather than the technical aspects of teacher education. Teacher Education Advancement Network, 11(1), 71-83.
Ekundayo, H. T., Alonge, H.O., Kolawole, A. O. & Ekundayo, S. A. (2014). Teaching practice exercise for education students in Nigerian Universities: Challenges and the way forward. Mediterranean Journal of Social Science, 5(9), 486-492.
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and learning with ICT tools: issues and challenges from teachers' perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.
Harindranath, G., & Liebenan, H. (eds.) (2020). Information technology policies and application in the commonwealth developing countries. Commonwealth Secretariat Publication.
Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale Online Journal of African Studies, 2, 39- 54.
Kihongoa, H. M. (2011). Assessment of tutors’ ICT knowledge and skill levels for effective ICT subject teaching in Mpwapwa and Morogoro diploma teachers’ colleges [Unpublished master’s dissertation]. University of Dar es Salaam.
Kihoza, P., Irina Zlotnikova, I., Bada, J. & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12(1), 107-128
Kira, E., & Sawe, E. (2021). Digital skills and learning in Tanzania secondary schools: Students and teachers' influence. Qeios. https://doi.org/10.32388/0hcsqs.
Kumar, S., & Tammelin, M. (2018). Integrating ICT into language learning and teaching. Linz, Austria: Goenitzer Ges.m.b.H.
Luande, J. S. J. (2006). Incorporating Indigenous science and technology (IST) into school science teaching [Unpublished master’s dissertation]. University of Dar es Salaam.
Makata, E. (2010). Student teachers’ perceptions of the importance of block teaching practice in Tanzania [Unpublished master thesis]. University of Dar es Salaam.
Malima, E. (2010). Classroom assessment of the ICT syllabus implementation for diploma in secondary education [Unpublished Master’s dissertation]. University of Dar es Salaam.
Maphosa, C., Shumba, J., & Shumba, A. (2017). Mentorship for students on teaching practice in Zimbabwe: are student teachers getting a raw deal? South African Journal of Higher Education, 21, 296-307.
Masalu, K. (2018). Challenges preventing student teachers and tutors from exploiting ICT in their learning and teaching in teacher education colleges [Unpublished master’s dissertation]. Open University of Tanzania.
Mazzuki, D. B. (2017). Effectiveness of teacher education in developing teaching commitment among student teachers in Tanzania [Unpublished Doctoral Thesis]. University of Dar es Salaam.
Mbah, T. B. (2010). The impact of ICT on students’ study habits. Case study: University of Buea, Cameroon. Journal of Science and Technology Education Research, 1(5), 107 - 110.
Meena, W. E. (2009). Curriculum innovation in teacher education: Exploring conceptions on Tanzania teacher educators. Abo Akademi University Press.
Meredyth, H. (2021). Real-time: computers, change and schooling. Sage.
Ministry of Education and Vocational Training [MoEVT]. (2014). Education and Training Policy. Author.
Ministry of Education, Science, and Technology [MoEST]. (2020). Computer science pedagogy syllabus for diploma course in secondary teacher education. Tanzania Institute of Education.
Ministry of Education and Vocational Training [MoEVT]. (2009). Computer science syllabus for advanced secondary schools. Author.
Ministry of Education and Vocational Training [MoEVT]. (2009). Information and computer studies pedagogy syllabus for diploma in education. Author.
Ministry of Education and Vocational Training [MoEVT]. (2009). Information and communication technology syllabus for diploma in education: Author.
Ministry of Work, Transport, and Communication. (2016). National information and communication policy. Author.
MoEVT & SIDA. (2005). Implementation of ICT in teachers’ colleges in Tanzania. Authors.
Ministry of Education and Vocational Training. (2007). Information and communication technology policy for basic education. Author.
Ministry of Education and Vocational Training. (2008). ICT in teacher education programme. Author.
Ministry of Education and Vocational Training. (2009). Information and computer studies pedagogy syllabus for diploma in secondary education. Dar es Salaam: Author.
Msanga, W. D. (2015). Factors affecting the deteriorating of diploma student teachers’ academic performance in teachers’ colleges in Tanzania [Unpublished master’s dissertation]. Jordan University College.
Msangya, B. W., Mkoma, S. L., Yihuan, W. (2016). Teaching practice experience for undergraduate student teachers: A case study of the department of education at SUA, Tanzania. Journal of Education and Practice 7(14), 113-118.
Msonde, C. E. (2006). Innovation in teacher education: formative evaluation on implementing the learner-centred approach in Tanzania's new diploma teacher education curriculum [Unpublished master’s dissertation]. University of Dar es Salaam.
Muasa, B. M. (2019). Factors influencing ICT in training teachers in public teachers training colleges in Kenya: A case of Kilimambogo, Machakos, and Kitui TTCs [Unpublished master thesis]. University of Nairobi.
Mukerrem, A. J., & Karabay, A. (2016). Developing teaching skills through the school practicum in Turkey: a meta-synthesis study. Journal of Education and Training Studies, 4(11), 1-13. https://doi.org/10.11114/jets.v4i11.1906.
Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342. https://doi.org/10.1080/14759390000200096.
Mushi, B. (2015). The role of teaching practicum in preparation of secondary school teachers in Tanzania [Unpublished Master thesis]. University of Dar es Salaam.
Mwalongo, A. (2011). Teachers’ perceptions about ICT for teaching, professional development, administration and personal use. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 7(3), 36-49.
National Examination Council of Tanzania [NECTA]. (2021). Diploma teachers’ examinations national results reports, 2015-2020. NECTA.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools in Tanzania: the case of Kondoa District. International Journal of Education and Research, 2(2), 1-16.
Nevenglosky, E., Cale, C., Aguilar, S. (2020). Barriers to effective curriculum implementation in teacher education. Research in Higher Education Journal, 36, 1-31.
Nihuka, K. A. (2014). ICT in teacher education: an analysis of educational media and technology instructional material of the Open University of Tanzania. Open University of Tanzania.
Njiku, J. Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ TPACK through collaborative lesson design activities in Dar es Salaam. Contemporary Educational Technology, 13(2), 27-39. https://doi.org/10.30935/cedtech/9571.
Nuru, K. C. D. (2012). Implementation of the school inspection report on education management and curriculum in teacher training colleges in Iringa [Unpublished master thesis], University of Dar es Salaam.
Nzumbi, T. (2015). The role of IT in improving teaching and learning in secondary schools in Tanzania [Unpublished master’s dissertation]. Sokoine University of Agriculture.
Pesambili, J. C. (2013). Consequences of female genital mutilation on girls’ schooling in Tarime, Tanzania: Voices of the uncircumcised girls on the experiences, problems and coping strategies. Journal of Education and Practice, 4(16), 109–119.
Pesambili, J. C. (2024). Reimagining quality education for pastoralists through Maasai elders’ eyes in Monduli, Tanzania. Quality Education for All, 1(1), 417–434. https://doi.org/10.1108/QEA-03-2024-0022.
Pesambili, J. C., & Mkumbo, K. A. K. (2018). Implications of female genital mutilation on girls’ education and psychological well-being in Tarime, Tanzania. Journal of Youth Studies, 21(8), 1111–1126. https://doi.org/10.1080/13676261.2018.1450969
Pesambili, J. C., & Mkumbo, K. A. K. (2024). Beyond the surface: unpacking the methodological and ethical challenges of researching into a sensitive female genital mutilation practice. SN Social Sciences, 4(22), 1–20. https://doi.org/10.1007/s43545-023-00822-4
Pesambili, J. C., & Novelli, M. (2021). Maasai students’ encounter with formal education: Their experiences with and perceptions of schooling processes in Monduli, Tanzania. International Journal of Educational Research Open, 2, 1–9. https://doi.org/10.1016/j.ijedro.2021.100044.Pu, S., Ahmad, A. & Yap, N. K. (2020). Factors affecting practical knowledge acquisition of pre-service computer teachers during the practicum: a multiple regression analysis. International Journal of Learning, Teaching, and Educational Research, 19(2), 214-230. https://doi.org/10.26803/ijlter.19.2.13.
Punch, K. (2012). Introduction to research methods in education. SAGE.
Ropp, M. M. (2019). Exploring individual characteristics associated with learning to use computers in preservice teacher preparation. Journal of Research on Computing in Education, 31 (4), 402-424.
Rosen, L. D. & Weil, M. M. (2015). Computer availability, computer experience, and technophobia among public school teachers. Computers in Human Behavior, 11(1), 9-31. https://doi.org/10.1016/0747-5632(94)90019-1.
Rutto, D. K. (2017). Pedagogical theories. International Journal of Scientific & Engineering Research, 8(6), 2025-2030.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Papers in Education and Development
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work may be shared and adapted for non-commercial purposes, with appropriate credit given.
