Item history (LFriese, Fri Feb 02 2024 21:01:15 GMT+0000 (GMT))

TY - JOUR
TI - Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania
AU - Koomar, Saalim
AU - Hennessy, Sara
AU - Zubairi, Asma
AU - Kindoli, Robert
AU - Kreimeia, Adam
T2 - African Educational Research Journal
AB - This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.
DA - 2022/10//
PY - 2022
DO - 10.30918/AERJ.104.22.048
DP - ERIC
VL - 10
IS - 4
SP - 342
EP - 368
LA - en
SN - 2354-2160
ST - Reflections on Technology, Teaching, Learning, and Professional Development
UR - https://eric.ed.gov/?id=EJ1373064
Y2 - 2023/10/12/18:52:35
L1 - http://files.eric.ed.gov/fulltext/EJ1373064.pdf
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L4 - zotero://select/groups/2405685/collections/66NH4QWD
L4 - zotero://select/groups/2405685/collections/DUXHZQDK
L4 - https://docs.edtechhub.org/lib/49EBMKRI
L4 - https://docs.google.com/document/d/1nEgPTzxnh0P0Sek4u18sEFbI1P-6U-Rfiw3jb9sOCZw/edit
L4 - https://doi.org/10.5281/zenodo.5863400
L4 - https://sandbox.zenodo.org/deposit/5863400
L4 - https://sandbox.zenodo.org/record/5863400
L4 - zotero://select/groups/2405685/collections/XWSK4DB4
L4 - zotero://select/groups/2405685/collections/J7D2XXQC
KW - _r:AddedByZotZen
KW - Access to Computers
KW - Elementary School Teachers
KW - Faculty Development
KW - Foreign Countries
KW - Gender Differences
KW - Learning Processes
KW - Pedagogical Content Knowledge
KW - Poverty
KW - Public School Teachers
KW - Rural Urban Differences
KW - Secondary School Teachers
KW - Social Differences
KW - Teacher Attitudes
KW - Teacher Characteristics
KW - Teacher Qualifications
KW - Teacher Surveys
KW - Teaching Experience
KW - Teaching Methods
KW - Technological Literacy
KW - Technology Integration
KW - Technology Uses in Education
ER -

TY - JOUR
TI - Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania
AU - Koomar, Saalim
AU - Hennessy, Sara
AU - Zubairi, Asma
AU - Kreimeia, Adam
T2 - African Educational Research Journal
AB - This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020–2021. The aims were to capture teachers’ recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers’ recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls’ learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technologymediated TPD programme in Tanzania.
DA - 2022/10/05/
PY - 2022
DO - 10.30918/AERJ.104.22.048
DP - DOI.org (Crossref)
VL - 10
IS - 4
SP - 342
EP - 368
J2 - Afr Educ Res J
LA - en
SN - 23542160
ST - Reflections on technology, teaching, learning, and professional development
UR - http://www.netjournals.org/z_AERJ_22_048.html
Y2 - 2023/09/20/07:54:56
L1 - https://www.netjournals.org/pdf/AERJ/2022/4/22-048.pdf
ER -

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