Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Tage Biswalo

Department

Institute for Educational Development, East Africa

Abstract

This research project explores how ICT is integrated in early childhood education in Tanzania, focusing on its potential to enhance reading, writing and numeracy skills among young learners. It emphasizes the importance of ICT integration in shaping children's academic trajectory and cognitive development. In developed countries many studies on ICT integration in ECE to enhance literacy and numeracy skills are being conducted unlike those in the global south.  Findings from those studies conducted in the global south, particularly in Tanzania have consistently documented the contributing factors for limited opportunities, challenges associated with the availability of ICT tools and resources, and ICT pedagogical skill competence among preschool teachers. However, the empirical reports do not clearly indicate how ICT tools are used to enhance literacy and numeracy skills among young children. The purpose of this study was to explore how effective ICT tools and resources are used to enhance literacy and numeracy abilities of young children in Tanzania.

The study analysed the available ICT tools and resources at school compound, assessed preschool teachers’ preparedness on the use of ICT in teaching and learning processes, and challenges they most often face.  A typical qualitative research approach was employed. Six (6) preschool teachers and seven (7) head teachers making a total of 13 research participants. The data was collected using face-to-face interviews for both preschool teachers and head teachers, observation, and documentary review. Thematic data analysis procedure was employed from which narratives were generated. Findings indicated that uptake of ICT integration in the teaching and learning of young children still low and optional. There are positive and negative perceptions among preschool teachers on ICT integration in their teaching.  Challenges like inadequate availability of ICT tools and resources, incompetence in ICT skills, lack of clear guidelines on the effective use of ICT were pointed out as the main challenges towards the effective integration of ICT resources in pre-primary classrooms. The study recommends that among other things, future studies should focus on difficulties in putting policies into practice. This will help policymakers and educational leaders to not only formulate comprehensive guidelines but also ensure their effective implementation.

First Page

1

Last Page

69

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