Perspectives on the use of learning management systems in higher learning institutions in Tanzania: The gaps and opportunities
Social Sciences & Humanities Open,
Journal Year:
2025,
Volume and Issue:
11, P. 101463 - 101463
Published: Jan. 1, 2025
Language: Английский
Digital literacy gaps in promoting 21 st century skills among students in higher education institutions in Sub-Saharan Africa: a systematic review
Cogent Education,
Journal Year:
2025,
Volume and Issue:
12(1)
Published: Jan. 13, 2025
This
study
examined
digital
literacy
gaps
impacting
the
promotion
of
21st
century
skills
among
students
in
higher
education
institutions
sub-Saharan
Africa.
As
many
undergo
technological
transformations,
understanding
these
is
crucial
for
equipping
graduates
with
required
workforce
skills.
The
review
synthesized
findings
from
14
empirical
studies
published
between
2016
and
2023
using
content
analysis
through
Atlas.ti
software
to
identify
patterns.
Key
revealed
that
are
insufficiently
developed
due
inadequate
infrastructure
unprepared
lecturers.
Additionally,
outdated
or
nonexistent
ICT
policies
hinder
effective
adoption
technology
teaching.
calls
reforms
curricula
prioritize
solutions
enhance
professional
development
educators.
Improved
vital
preparing
job
market
fostering
broader
socio-economic
Future
research
should
investigate
long-term
trends
evaluate
effectiveness
initiatives
across
varied
educational
contexts.
Language: Английский
Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania
Educational Technology Quarterly,
Journal Year:
2024,
Volume and Issue:
2024(4), P. 434 - 455
Published: Dec. 20, 2024
This
study
aimed
to
explore
college
tutors'
perspectives
on
the
integration
of
information
and
communication
technology
(ICT)
in
teaching
pre-service
early-grade
teachers
teacher
colleges
Tanzania.
The
was
guided
by
two
research
objectives:
(1)
investigate
professional
learning
support
tutors
receive
(2)
examine
factors
impeding
ICT
early
childhood
classroom.
purposive
sampling
technique
employed
four
principals,
while
convenience
used
sample
41
who
participated
this
study.
A
collective
case
design
participants'
deployment
their
daily
teaching.
Data
collected
from
participants
were
thematically
analysed.
findings
show
that
majority
had
limited
regular
training
opportunities
revealed
several
hindering
integrating
teaching,
including
technological
resources,
lack
technical
support,
unreliable
internet,
absence
guides,
insufficient
digital
security
knowledge,
familiarity
with
management
systems,
low
competence,
outdated
devices.
study,
therefore,
concludes
inadequate
among
exacerbates
acquisition
necessary
literacy
skills
teachers.
In
regard,
recommends
government
engage
use
classroom
practices.
Furthermore,
tools
devices
should
be
available
for
utilise
instructional
practices
Language: Английский