Information and Communication Technology Environment for Learning and Development of Students’ Digital Literacy Skills in Selected Tanzanian Universities
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Date
2023
Authors
Nalaila, Stephano
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
This thesis explores the influence of ICT environment for learning on level of digital literacy skills for learning among undergraduate students of the selected Universities in the United Republic of Tanzania. Specifically, the study examines the trends of students’ digital literacy skills for learning; classroom support for students’ acquisition of digital literacy skills; adequacy of basic ICT infrastructure to support students’ digital literacy skills and; influence of students’ prior ICT background on digital literacy skills for learning. The study was guided by Situated Learning Theory by Lave and Wenger (1991) because its tenets provide guidelines for setting up appropriate learning environment. The study employed a Qualitative Case Design to compare two holistic (university) cases (University of Dar es Salaam-UDSM and Sokoine University of Agriculture-SUA). The cases were selected due to their history, size, and evidence for potential ICT activities in the country and therefore the multiplier effects. A multi-stage sampling technique was used to pick students across years and programs of study. Further, purposive sampling technique was used to pick other actors namely, instructors, coordinators of E-learning at practical level and Deputy Vice Chancellors (academic affairs) at the management level. Multiple methods of data collection, namely; questionnaires, in-depth interviews, FGDs, observation were used to collect primary data and documentary review for secondary data. In the end, the study employed a multiple methods of data analysis (descriptive, thematic, impressionist and content analysis). Excel and SPSS computer programs were used to support the analysis process. The study found that, majority of students in the selected universities encountered difficulties to learn with ICTs because of limited Digital Literacy Skills (DLSs). Universities are constrained by inadequate ICT infrastructure; however, such inadequacy is exaggerated. The ICT infrastructure which would otherwise support training students to learn with ICTs are underutilized and have not realized the appropriate use due to users’ mindset. Certainly, this delays students' mastery desirable skills to use the ICTs in place. Instructors confirmed their unpreparedness to support students’ skills to learn with ICTs, and to them, digital literacy skills for learning was uncommon. Although majority of students seems to have some prior theoretical ICT backgrounds, that do not make them adapt comfortably to the learning practices in universities because of gaps in terms of technology and pedagogies between primary and secondary levels on one hand, and university on the other. The major conclusion of this study is that, universities are challenged to ensure a set-up of ICT environment for learning in which ICT infrastructure and its use for routine teaching and learning focus on enabling students to learn with the ICTs. Therefore, the study recommends a need for ministries responsible for Education and universities to prioritise coordinated arrangements to promote DLSs of students, build the capacity of instructors to support their teaching roles and DLSs among students in line with the UNESCO’s Digital Literacy Framework.
Description
A Thesis Submitted In Fulfillment of the Degree of Doctor of Philosophy (Comparative Education and International Studies) in the School of Education and Lifelong Learning of Kenyatta University May 2023
Keywords
Information and Communication Technology Environment, Learning, Development, Students’ Digital Literacy Skills, Selected Tanzanian Universities