Paper presented at the Inaugural International Conference on Open and Flexible Education, Hong Kong-China, 16th-17th January, 2014.
CHALLENGES FACING IMPLEMENTATION OF ICT CURRICULUM IN PRIMARY SCHOOLS Dr. Kassimu A. Nihuka Senior Lecturer, Institute of Continuing Education & Manager, Vice Chancellor's Office, Open University of Tanzania. E-mail:
[email protected] Mobile phone: +255 658 441 818. &
Ms. Florence Peter Teacher, Bunge Primary School-Dar es Salaam & Candidate, MEd (APPS), Faculty of Education, Open University of Tanzania. E-mail:
[email protected] Mobile phone: +255 717 251 333. ABSTRACT: The study reported in this paper investigated challenges facing implementation of Information and Communication Technologies (ICT) which is famously known in Kiswahili as Teknolojia ya Habari na Mawasiliano (TEHAMA) curriculum in primary schools in Dar es Salaam. The study used case study research design and a total of 204 respondents comprising of 106 pupils and 98 teachers from 15 primary schools drawn from the districts in Dar es Salaam region participated in the study. Structured questionnaires were used to collect data from teachers and pupils. Analysis of data through the Statistical Package for Social Sciences (SPSS) has shown that there are several challenges facing effective implementation of ICT curriculum in primary schools in Dar es Salaam. The challenges include;
unwillingness of some teachers to teach ICT, lack of
interest to teach ICT, lack of ICT literacy among teachers and pupils, lack of pedagogical knowledge and limited access to ICT facilities by most teachers and pupils. The study concludes that, successful implementation of ICT curriculum in primary schools in Tanzania is still a challenging endeavour. It is therefore recommended that efforts should be made to redress the identified challenges and that further researh should be conducted to evaluate a professional development programme that is developed to promote primary school teachers' 1
pedagogical knowledge so that they can exploit and implement ICT currciulum effectively in primary schools in Tanzania. Keywords: ICT, TEHAMA, Curriculum, Access, Perception, Pedagogy & Primary Education.
INTRODUCTION Computer technology, in most developing countries including Tanzania is a new innovation. In developed countries, computer technology is applied in different sectors long time ago to enhance effectiveness and efficiency in various aspects including education sector (Mulamula, 1998). Lishan and Wood (1999) concur with the idea as they point out that, computer technology in developed countries has changed working culture enhanced productivity in all sectors and promoted economic growth of those countries, generally it has improved quality of life and tremendous achievements have been made especially in provision of different services and in increasing productivity, performance and efficiency. In developing countries, however, adaptation and application of technology is delayed due to different factors including lack of funds and expertise (Sahay & Walshan, 1995; Gibson & Oberg, 1997). In Tanzania, studies (such as Mambo, 1993; 1998; Irvine, 2002; Senzige and Sarukesi, 2003; Mwandosya, 2003; Mapunda, 2004; Swarts & Wachira, 2010) show that the first computer was installed in 1965 in the government treasury to provide computing services to all government departments. Since then, computer installations have been made in different other sectors including education. Today, Information and Communication Technology (ICT) is been applied in different key sectors of the economy including education to improve efficiency (Mambo, 1993; 1998). In 2005, the Ministry of Education and Vocational Training (MoEVT), introduced Information and Communication Technology (ICT) called Teknolojia ya Habari na Mawasiliano (TEHAMA) into primary school curriculum. According to MoEVT (2005), the aim of introducing TEHAMA curriculum is to help the primary school pupils to be able to search, compose and send and receive information from various sources, which in turn will improve the communication skills in education, economic and political activities using both traditional and modern technologies. 2
Consequently, primary schools in Tanzania have introduced ICT curriculum to foster ICT literacy amongst teachers and students. It is believed that, ICT is a leading agent of change in development if used and applied appropriately in daily activities. However, until now the challenges of implementing ICT curriculum in primary schools are not explored. Therefore, the study reported in this paper investigated the challenges facing implementation of ICT curriculum in primary schools in Dar es Salaam region. FOCUS OF THE STUDY As highlighted in earlier section, the major focus of the study described in this paper was to investigate the main research question; ³What are the challenges of implementing Information and Communication Technologies (ICT) curriculum in primary schools in Dar es Salaam?. The following sub-research questions were formulated in order to address this main research question: 1. What are teachers and students perceptions about ICT Curriculum? 2. What specific ICT literacy do teachers and students have? 3. What specific pedagogical knowledge do teachers have? 4. Do teachers and students have access to ICT facilities to support ICT curriculum implementation in primary schools? If yes, where do they access such facilities?
THEORETICAL UNDERPININGS Teachers' Perceptions about ICT Curriculum Studies show that successful implementation of ICT Curriculum depends largely on the perceptions of teachers, who eventually determine how they implement such a curriculum in the classroom (Bullock, 2004; Kersaint, Horton, Stohl & Garofalo, 2003; Woodrow, 1992). Bullock (2004) found that teacher's perceptions are a major enabling/disabling factor in the
3
implementation of ICT Curriculum. Similarly, Kersaint et al. (2003) found that teachers, who have positive perceptions toward ICT Curriculum, feel more comfortable with using it and usually exploit it in their teaching. In fact, Woodrow (1992) asserts that any successful implementation of ICT curriculum requires the development of positive teachers' perceptions toward new technology. The development of teachers' positive perceptions toward ICT is a key factor not only for enhancing ICT curriculum implementation but also for avoiding teachers' resistance to ICT curriculum implementation (Watson, 1998; Mwalongo, 2011).
Pupils' perceptions of ICT Curriculum According to Hall & Higgins, (2004), pupils are very enthusiastic about ICT implementation because of their versatility in the classroom, multimedia capabilities and the fun and enjoyment they bring to learning. Pupils reported that technical problems such as lack of ICT literacy and lack of access to ICT facilities are among the negative aspects that hinder the effective exploitation of ICTs in the learning process (Mwalongo, 2011). Another critical factor that affects pupils ' perceptions toward using ICT is the attributes of the ICTs themselves (Roger, 1995). According to Rogers (ibid) there are five main attributes of ICTs that affect its acceptance and subsequent implementation in schools, which include; relative advantage, compatibility, complexity, observability and trialibility (Kreisel, 2003). Although Kent & Face, (2004) argue that using ICTs contribute to positive attitudes of pupils towards ICT implementation, Kreisel (ibid) contents that students ' level of exploitation of ICT at home differs from that at school. Furthermore, studies such as that by Brosman, (1998), show that 6-11 year old boys have more positive perceptions about ICT implementation. In another study, Kay, (1992) reported that girls are less positive about ICT implementation than boys but are enthusiastic about 4
exploitation of programmes such as word processing and drawing. In terms of gender, Barbier & Light, (1992) found that girls do less technical tasks and do not sit as often as boys in the mouse position'. According to Barbie &Light (ibid) girls prefer a particular learning approach, which results in a preference for ICT exploitation with particular characteristics.
Teachers' and Pupils ICT Literacy Teachers' ICT literacy is among the critical conditions for effective exploitation of ICTs in teaching and learning (Pebble, 2003). According to Pebble, (2003), although teachers play a crucial role in the implementation and exploitation of ICT in schools, teachers ' lack the necessary ICT literacy and skills is likely to hamper successful implementation of ICT. A number of studies report that generally majority of teachers across the education system are ICT literate (Jung, 2003; Kirschner & Davis, 2005; Downes, 2001) but lack sufficient pedagogical knowledge because most ICT in-service training promote technical knowledge of teachers in isolation and fail to link teachers' technical knowledge to exploitation of ICT as a pedagogical gadget in curriculum implementation. Therefore in order to balance teachers' confidence with ICT as a technological and that with ICT as a pedagogical tool for quality teaching and learning, teachers ' ICT literacy is necessary (Francis-Pelton & Pelton, 1996) and lack of which lead to a lack of confidence to attempt to implement ICT curriculum. However, according to Fuglestad (2004), pupils in most schools are more ICT literate than their teachers.
Teachers' pedagogical knowledge For teachers to effectively and efficiently exploit ICT in their teaching, they need to appreciate the potential that ICTs have, get an opportunity / time to apply them in classroom 5
and training on how to exploit ICT (Bowes, 2003). Only then that, teachers become confident in the implementation and exploitation of ICTs in schools (Bowes, 2003). This is because one of the reasons for primary school teachers not to exploit ICT in teaching and learning is lack of confidence in using ICT and lack of pedagogical knowledge (Moore, 2005). ICT has the potential in making a significant contribution to enhanced teaching and learning across all subjects in schools and when teachers value the benefits of ICT, their perceptions towards exploitation of ICT tend to be more positive (Teo, 2008; Al-Zaidiyeen et al, 2010). Teachers need adequate pedagogical knowledge for them to meaningfully exploit and implement ICT curriculum in schools. According to Mentz & Mentz (2003), lack of pedagogical knowledge among teachers is one of the major obstacles that make teachers not to effectively exploit ICT in teaching and learning in schools in most developing countries. They advise that before technology can effectively be exploited in teaching and learning in schools, teachers must acquire pedagogical knowledge on how to exploit ICT in to enhance their teaching. On the contrary, literature show that primary school teachers still lack pedagogical knowledge that are needed for them to be able to teach with technology successfully (Angeli & Valannides, 2009).
Teachers and Pupils access to ICTs facilities In terms of access to ICT facilities, studies indicate that only a small number of primary schools have ICT facilities which makes teachers access to ICTs limited (Swarts & Wachira, 2010). A study from Kenya (Kenya School Net, 2003) found that almost 40% of the surveyed schools had less than 10 computers, and were therefore inadequate for teaching and learning and that more than 20 per cent had less than 5 computers, indicating that teachers and pupils have limited access to computers. According to Swarts & Wachira (ibid), the few 6
schools that have ICT facilities are always those which have either benefited from parent contributions or donations from non-governmental organizations and some private sector companies. Evidence show that availability of ICT facilities such as Computer, internet, mobile phone, DVCs and CDs, audiotapes, videotapes and television in schools is critical for teachers and pupils to exploit ICT in the teaching and learning (Philps et al. 1998). According to Philps et al. (ibid), access to ICTs coupled with the availability of reliable technical support, electricity and periodic maintenance contribute to effective exploitation of such ICT facilities in teaching and learning. On the other hand, lack of ICT facilities make teachers decide not to use ICT in teaching and learning processes (Hooker et al. 2011; Moore, 2005; Mapunda, 2004).
FINDINGS Teachers and Pupils' Perception about ICT Curriculum One of the research question investigated teachers and pupils perceptions about ICT curriculum as presented in Tables 1 and 2. Table 1 shows that generally more than half of respondents i.e. 53.06% (52) - 93.8% (92) have positive perceptions about ICT curriculum. Specifically, majority of teachers are positive about ICT curriculum because (i) they enjoy teaching ICT curriculum in their classroom [53.06% (52)], (ii) they
like teaching pupils
ICT [74.4% (73)], (iii) they believe that ICT curriculum is important for the future of the pupils [89.7% (88)]
and (iv) they know that ICT curriculum exposes pupils to important
technologies for day to day application [93.8% (92)]. Table 1. Teachers' Perception about ICT Curriculum 7
Responses (N=98 ) Teachers Perceptions
Frequencies
Percentages
I enjoy teaching ICT curriculum
52
53.06%
I like teaching pupils ICT
73
74.4%
I believe ICT is important for the future of
88
89.7%
92
93.8%
65
66.3%
pupils I know that ICT curriculum exposes pupils to important
technologies
for
day-to-day
application Teaching ICT is frustrating for me
I teach ICT because I have been asked to do52so
53.06%
I do not have interest on teaching ICT
55.1%
54
Also findings indicate that more than half of respondents i.e. 53.6% (52) - 55.1 %( 54) have negative perceptions about ICT curriculum. More than half of teachers [53.06% (52)] teach ICT because they have been asked to do so and that they do not have interest on teaching ICT [55.1 % (54)]. Table 2 presents findings related to student's perceptions about ICT curriculum which shows that more than half of the pupils ' i.e 64.1% (68)-97.16 % (103) are positive about ICT curriculum.
Table 2. Pupils' perception about ICT Curriculum Responses (N=106 ) Pupils Perceptions
Frequencies
Percentages
I enjoy studying ICT curriculum
68
64.1%
I like studying ICT subject
86
81.3%
I believe ICT curriculum is important for my
103
97.16%
future 8
I know that ICT curriculum exposes me to
99
93.3%
Studying ICT curriculum is frustrating for me
42
39.6%
I study ICT curriculum because I have been
46
43.3%
53
50.1%
important
technologies
for
day-to-day
application
asked to do so I do not have interest to study
ICT
curriculum
Pupils are positive about ICT curriculum because (i) they enjoy studying it [64.1% (68)], (ii) they like studying ICT curriculum [81.3% (86)], (iii) they believe ICT is important for their future [97.16% (103)] and (iv) they also believe that ICT curriculum exposes them to important technologies for day-to-day application [93.3% (99)]. On the other hand findings also show that 43.3% (46)-50.1% (53) of the pupils are negative about ICT curriculum. Some pupils study ICT because they have been either asked to do so [43.3 % (46)] or they do not have interest to study ICT [50.1% (53)].
Teachers' and Pupils' ICT Literacy The other research question explored teachers and pupils ICT literacy as presented in Table 3. It is clear in Table 3 that generally less than half percent of both teachers and pupils i.e. teachers: 17.3 (17)-39.7% (39) and pupils: 10.3% (11)-21.6% (23) are ICT literate. Table 3. Teachers' and Pupils' ICT Literacy
ICT Literacy
Teachers
Pupils
(N=98)
(N=106)
Frequencies Percentage
Frequencies Percentage
9
I can use word program
37
37.7%
25
11.3%
I can use excel program
25
25.5%
11
10.3%
I can use power point presentation
17
17.3%
5
4.7%
I can send and read e- mails
39
39.7%
23
21.6%
I can send a document as an
22
22.4%
11
10.3%
36
36.7%
19
17.9%
program
attachment I can use internet to find Teaching / learning resources
Specifically findings show that (i) only 37.7% (37) of the teachers can use word program, (ii) only 25.5% (25) of the teachers can use excel program, (iii) only 17.3% (17) of the teachers can use power point presentation, (iv) only 39.7% (39) of the teachers can send and read e-mail, (v) only 22.4% (22) of the teachers can send a document as an attachment and (vi) only 36.7% (36) of the teachers can use internet to find teaching resources. Also findings indicate that (i) only
11.3% (25) of the pupils have knowledge of word
program, (ii) only 10.3% (11) of the pupils have the knowledge of excel program, (iii) only 4.7% (5) of the pupils have knowledge of PowerPoint presentation, (iv) only 21.6% (23) of the pupils have the knowledge of how to send and read e-mail, (v) only
10.3% (11) of the
pupils can send a document as an attachment and only 17.9% (19) of the pupils can use internet to find learning resources.
Teachers' Pedagogical Knowledge Furthermore, the study investigated teachers ' pedagogical as presented in Table 4. Findings
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indicate that generally, teachers lack pedagogical knowledge i.e.24.4 % (24)-32.6% (32).
Specifically, teachers are (i) incompetent in using word program [24.4% (24)], (ii) incompetent in using e-mail to communicate with students [26.5% (26)], (iii) incompetent in using the internet to find teaching resources [32.6% (32)], (iv) incompetent about teaching pupils how to use computer and internet in their learning [26.5 % (26)] and (v) incompetent to help pupils learn to solve problems, accomplish complex tasks and use higher other thinking skills using ICT [28.5% (28)]. Table 4. Teachers Pedagogical Knowledge Responses (N=98 ) Pedagogical Knowledge
Frequencies
Percentages
I feel competent using word program
24
24.4%
I feel competent using e-mail to communicate
26
26.5%
32
32.6%
26
26.5%
28
28.5%
with students I feel competent using the internet to find educational resources. I
feel
competent
about
teaching
students
appropriate how to use ICT (e.g. computer and internet) in their learning I feel competent to help students learn to solve problems, accomplish complex tasks, and use higher other
thinking skills using ICT
Teachers' and Pupils' Access to ICT Facilities Furthermore, the study investigated teachers and pupils' access to ICT facilities in primary
11
schools as presented in Table 5.
Findings in Table 5 show that generally both teachers and
pupils lack access to ICT facilities in primary schools. Majority of teachers and pupils have limited access to ICT facilities in primary schools i.e (i) 11.2 % (11) f the teachers and 11.3% (12) of pupils have access on computers, (ii) 11.2 % (11) of the teachers and 1.8 % (2) of the pupils have access to internet, (iii) 5.1 % (5) of the teachers and 1.8% (2) of the pupils have access to Videotapes, (iv) 7.1 % (7) of the teachers and 4.7 % (5) of the pupils have access to Audiotapes, (v)17.3% (17) of the teachers and 11.3 % (12) of the pupils have access to DVDs and CDs, (v) 33.6 % (33) of the teachers and 32.2 % (34) of the pupils have access to Radio and also (vi) 35.7% (35) of the teachers and 27.3 % (29) of the pupils have access to Television. However, findings reveal that more than half of the teachers i.e. 57.14 % (56) and 38.1 % (41) of the pupils have access to mobile phones.
Table 5. Teachers and Pupils access to ICT facilities Teachers
Pupils
(N=98)
(N=106)
ICT Facilities Frequencies
Percentage
Frequencies
Percentage
Computer
11
11.2%
12
11.3
Internet
11
11.2%
2
%
12
Videotapes
5
5.1%
2
1.8
Audiotapes
7
7.1%
5
%
DVDs and CDs
17
17.3%
12
1.8
Radio
33
33.6%
34
%
Mobile Phones
56
57.14%
41
4.7
Television
35
35.7%
29
% 11.3% 32.2% 38.1% 27.3 %
Places Where Teachers and Pupil Access ICT Facilities Lastly, the study explored places from where teachers and pupils access ICT facilities as presented in Table 6. Table 6. Places Where Teachers and Pupil Access ICT Facilities Teachers
Pupils
(N=98)
(N=106)
Places Frequencie
Percentage
Frequencie
s
s
s
In School
19
At Home
36
36.7%
49
46.2%
40
40.8%
12
11.3%
In
the
Internet
19.3%
4
Percentages 3.7%
Cafp
It is evident from Table 6 that only a few teachers and pupils access ICT facilities in schools, at home and internet cafp . Findings show that (i) only 19.3 % (19) of the teachers and 13
3.7%(4) of the pupils do access ICT facilities in school, (ii) only 37.7% (36) of the teachers and 46.2 % (49) of the pupils do access ICT facilities at home and (iii) only 40.8 % (40) of the teachers and 11.3 % (12) of the pupils do access ICT facilities at internet cafp .
CONCLUSIONS AND DISCUSSION The major focus of the study described in this paper was to investigate the challenges facing implementation of ICT curriculum in primary schools in Dar es Salaam by considering issues of perceptions, ICT literacy of teachers and students, pedagogical knowledge of teachers and access to ICT facilities. The study has revealed that generally implementation of ICT curriculum in primary schools in Tanzania is facing several challenges, which include; unwillingness to teach ICT, lack of interest amongst some teachers to teach ICT, lack of ICT literacy amongst teachers and pupils, lack of pedagogical knowledge and limited access to ICT facilities. On the challenge of unwillingness to teach ICT,
findings have shown that some teachers
teach ICT because they have been asked to do so by the Government. This shows that they are unwilling to implement ICT curriculum in the classrooms. According to Bullock (2004), Kersant, Horton, Stohl, & Garofalo (2003) teachers' willingness is among the critical factors in the implementation of ICT curriculum in schools. Teachers who are willing to implement ICT curriculum, can consider exploiting the same in their teaching. Regarding the challenge of lack of interest amongst teachers to implement ICT, findings have shown that majority of primary school teachers are disinterested to implement ICT curriculum in the classrooms. Development of teachers ' positive interest about ICT is a key factor for avoiding teacher 's
14
resistance and lack of interest to exploit and implement ICT (Watson, 1998). Successful implementation of ICT curriculum depends largely on the positive interest of teachers, who eventually determine how they exploit and implement ICT curriculum in the classroom (Bullock, 2004). The challenge of lack of interest about ICT curriculum was also raised by some pupils. It was clearly noted that some of the students are disinterested to study ICT lessons. This finding is inconsistent to the available literature which generally shows that pupils are positive and enthusiastic in exploiting ICT in their learning in schools (Holman & Van Eck, 2001). Another challenge which hampers successful implementation of ICT in primary schools is lack of ICT literacy among teachers and pupils. Findings have shown that teachers' lack of ICT literacy make them feel incompetent in teaching different ICT applications. Similar challenge has been reported in several other studies such as Pebble (2003) who argue that teachers' ICT literacy is among the critical conditions for successful implementation of ICT curriculum in schools. Lack of ICT literacy among pupils found by this study is inconsistent to the available literature which indicates that pupils are ICT literate and actually enjoy exploiting ICT in their learning (Fuglestad, 2004). There is also a challenge of lack of pedagogical knowledge among teachers. This makes teachers unable to exploit ICT to enhance their teaching. Lack of pedagogical knowledge among primary school teachers is a common challenge everywhere (see for example Mentz & Mentz, 2003) and is serious obstacle for teachers to efficiently and effectively exploit ICT in the teaching and learning in most schools in developing countries. The study has also established that majority of teachers and pupils have limited access to ICT
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and that only a few teachers and pupils have access to ICT facilities in schools, at home and internet cafp . Evidence show that availability of ICT facilities such as Computer, internet, mobile phone, DVCs and CDs, audiotapes, videotapes and television in schools is critical for teachers and pupils to exploit ICT in the teaching and learning (Philps et al. 1998). On the other hand, lack of ICT facilities make teachers decide not to exploit ICT in teaching and learning processes (Hooker et al. 2011; Moore, 2005; Mapunda, 2004). Based on the findings from this study, it is recommended that efforts should be made to redress the identified challenges. Also, further researh should be conducted to evaluate a professional development programme that is developed to promote primary school teachers' and pupils ICT literacy and pedagogical knowledge so as to efficiently and effectively exploit and implemt ICT curriculum in primary schools in Tanzania.
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