Applying UNESCO ICT Competency Framework to Evaluate Teachers' ICT Competence Levels in Tanzania

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Author(s): Joel S. Mtebe (University of Dar es Salaam, Tanzania)
Copyright: 2020
Pages: 17
Source title: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-9232-7.ch020

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

This chapter adopted UNESCO ICT‐Competency Framework for Teachers to investigate teachers' competence in applying ICT in the classroom environment. The study was conducted in 20 schools in Morogoro and Pwani (10 schools in each region) with a total of 91 teachers using both qualitative and quantitative research methodologies. The study found that teachers competence levels for using ICT facilities in day-to-day activities was high but had low competence levels in ICT integration in classroom environment as curriculum and assessment, and pedagogy had low mean score compared to other elements of the UNESCO ICT-CFT domains. These findings imply that while several initiatives have been focusing towards equipping schools with ICT facilities, improving Internet access, and developing digital content, the need to ensure teachers have required competence and skills to effectively integrate ICT into classroom should be given enough priority.

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Applying UNESCO ICT Competency Framework to Evaluate Teachers' ICT Competence Levels in Tanzania

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