Teachers’ perspectives on their use of ICT in teaching and learning: A case study

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dc.contributor.authorKafyulilo, Ayoub
dc.contributor.authorKeengwe, Jared
dc.date.accessioned2016-08-12T11:42:30Z
dc.date.available2016-08-12T11:42:30Z
dc.date.issued2013-05
dc.descriptionFull text can be accessed at http://link.springer.com/article/10.1007/s10639-013-9259-7en_US
dc.description.abstractThis article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.en_US
dc.identifier.citationKafyulilo, A. and Keengwe, J., 2014. Teachers’ perspectives on their use of ICT in teaching and learning: A case study. Education and Information Technologies, 19(4), pp.913-923.en_US
dc.identifier.doi10.1007/s10639-013-9259-7
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3491
dc.language.isoenen_US
dc.subjectPedagogyen_US
dc.subjectTechnology Integrationen_US
dc.subjectScienceen_US
dc.subjectMathematicsen_US
dc.subjectStudent Learningen_US
dc.subjectTeachersen_US
dc.titleTeachers’ perspectives on their use of ICT in teaching and learning: A case studyen_US
dc.typeJournal Articleen_US
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