TRANSFORMING TEACHERS‟ PROFESSIONAL COMPETENCE IN THE USE OF ICT AS A PEDAGOGICAL TOOL: AN EXPERIENCE OF A COMMUNITY OF PRACTICE LEARNING GROUP MODEL IN SECONDARY SCHOOLS IN TANZANIA

ABSTRACT

The purpose of this study was to investigate teachers‟ attitudes and competence in the use of ICT as a pedagogical tool. Within this broad objective the study intended to establish a professional development programme based on practice by teachers as a community of learners. The CoPLEG professional development strategy was designed, implemented and evaluated to assess its effectiveness on transforming teachers‟ attitudes and competence in the use of ICT as a PT. Against this broader aim, action research and design research procedures were considered whereby a total of 66 participants from six secondary schools in Dodoma region-Tanzania were involved.

The study sampled 32 teachers and 6 heads of schools purposefully and 28 students conveniently. In all phases of the study, questionnaires, classroom observations and interview techniques were used for data collection. In a similar way, the data collected was processed and analyzed with descriptive statistics for quantitative data and paired t-test statistical test was run to assess the significant impact the CoPLEG programme. In the case of qualitative data analysis, thematic analysis was adapted to determine themes to provide information in regard to the research questions.

Findings from the first phase of this study revealed variations in terms of attitudes whereby majority found to have a pessimistic attitude towards the use of ICT as a PT. It was further revealed that teachers had a low level of ICT pedagogical competence due to lack of readiness, poor training and poor professional support from the school management. During intervention and evaluation of the designed PD, results show that PD intervention activities were effective. It was found that teachers‟ awareness on the use of ICT to share, collaborate and design teaching and

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learning solutions was improved. It was also found that the intervention activities were relevant in improving teachers‟ pedagogical competence and understanding on the use of ICT as a PT. Teachers‟ had positive thoughts towards the CoPLEG programme as it was found to meet their expectations in regard to their professional growth and teaching practices. Apart from the relevance, several concerns such as high cost of internet bundles, interrupted electricity and low internet bandwidth were raised. Finally, the CoPLEG was found to be effective as the mean score after the intervention was significantly larger when compared to that before the intervention.

The study concludes that the CoPLEG-PD has a potential influence in transforming teachers‟ competence in the use of ICT as a PT. On the basis of the findings, the present study recommends that policy makers in Tanzania and other educational institutions should invest and emphasize on the effective PD programmes so as to meet the growing demands on the use of ICT. Further the study recommends further exploration on various Social Networks and Learning Management Systems to be used as learning and professional growth tools among secondary schools teachers.