Results 17 resources
The Use of Technology in the CPD Implementation Plan in Tanzania [Technical Guidance]Adam, T., El-Sefary, Y., Haßler, B., … Mtebe, J. - 2021 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
Redesigning local games to stimulate pupils’ interest in learning numeracy in TanzaniaGodfrey, Z., & Mtebe, J. - 2018 - International Journal of Education and Development Using Information and Communication Technology, 14(3), 17–37
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy...
A critical review of eLearning research trends in TanzaniaMtebe, J. S., & Raphael, C. - 2018a - Journal of Learning for Development, 5(2), 163–178
This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design...
Eliciting in-service teachers’ technological pedagogical content knowledge for 21st-century skills in TanzaniaMtebe, J. S., & Raphael, C. - 2018b - Journal of Learning for Development, 5(3), 263–279
The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This...
Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in TanzaniaRaphael, C., & Mtebe, J. S. - 2017 - Journal of Learning for Development, 4(2), 196–210
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance...
Development of digital diary for enhanced parental school involvement in TanzaniaJeremiah, S. R., & Mtebe, J. S. - 2018 - The African Journal of Information Systems, 10(3), 246–260
The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the...
Mining students’ data to analyse usage patterns in eLearning systems of secondary schools in TanzaniaMtebe, J. S., & Kondoro, A. W. - 2019 - Journal of Learning for Development, 6(3), 228–244
The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA...
Cloud computing architecture for eLearning in secondary schoolsMwakisole, K., Kissaka, M., & Mtebe, J. - 2019 - The African Journal of Information Systems, 11(4), 299–313
In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution....
Instructional design enabled Agile Method using ADDIE Model and Feature Driven Development methodBudoya, C., Kissaka, M., & Mtebe, J. - 2019b - The International Journal of Education and Development Using Information and Communication Technology, 15, 35–54
Software developers nowadays are adopting agile methods to overcome challenges faced by traditional methods in developing software. However, agile methods lack instructional design to take care of learning needs required in designing software for supporting teaching and learning. This study aimed at designing an integrated model using Feature Driven Development Process (FDDP) and Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to accommodate learning needs at...
Factors influencing teachers’ use of multimedia enhanced content in secondary schools in TanzaniaMtebe, J. S., Mbwilo, B., & Kissaka, M. M. - 2016 - The International Review of Research in Open and Distributed Learning, 17(2)
Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70...
Feasibility of cloud computing implementation for eLearning in secondary schools in TanzaniaMwakisole, K. F., Kissaka, M. M., & Mtebe, J. S. - 2018 - International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 14(1), 91–102
This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students...
Using SMS mobile technology to assess the mastery of subject content knowledge of science and mathematics teachers of secondary schools in TanzaniaMtebe, J. S., Kondoro, A., Kissaka, M. M., & Kibga, E. - 2015a - International Journal of Educational and Pedagogical Sciences, 9(11), 3893–3901
Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania
Developing and piloting interactive physics experiments for secondary schools in TanzaniaMsoka, V. C., Mtebe, J. S., Kissaka, M. M., & Kalinga, E. C. - 2015 - Journal of Learning for Development, 2(1)
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an...
Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in TanzaniaMtebe, J. S., Kibga, E. Y., Mwambela, A. A., & Kissaka, M. M. - 2015b - Journal of Learning for Development, 2(3), 29–44
The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that...
Towards developing interactive content for enhancing life skills education in Tanzania: Possibilities and pitfallsBudoya, C. M., Kissaka, M. M., & Mtebe, J. S. - 2019a - In P. Nielsen & H. C. Kimaro (Eds.), Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D (pp. 374–385) - Springer International Publishing
Feasibility study is the first and important stage in any planning of introducing a new solution for overcoming existing challenges. It saves a lot of resources that could be lost if such solution fails to solve the intended problem. On the other hand, it gives a proper way to go ahead with the plan of introducing the solution. The purpose of this study is to establish necessary and basic requirements as possibilities and pitfalls for deploying cost effective interactive multimedia content...
Technology Options for TCPD in Tanzania [Technical Report]Haßler, B., Mtebe, J., Abdelrahman, S., … Koomar, S. - 2022 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
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- English (1)