Integrating ICT into teaching and learning at the University of Dar es Salaam

Integrating ICT into teaching and learning at the University of Dar es Salaam

Since 1985, Tanzania has been undergoing significant political and economic changes from a centralised to a more market-oriented and globally connected economy. The University of Dar es Salaam (UDSM) has responded to these changes by reviewing its legal status, vision, and functions, particularly th...

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Bibliographic Details
Published in:Distance education Vol. 32; no. 2; pp. 289 - 294
Main Authors: Mtebe, Joel S., Dachi, Hilary, Raphael, Christina
Format: Journal Article
Language:English
Published: Melbourne Routledge 01-08-2011
Taylor & Francis Ltd
Subjects:
Academic staff attitudes
Access to computers
Administrative support
Alignment (Education)
Colleges & universities
Courseware
Curriculum Design
Delivery Systems
Distance learning
Education reform
Educational Improvement
Educational objectives
Educational Planning
Educational Policy
Educational Technology
Efficiency
Foreign Countries
Higher education
Infrastructure
Instructional Improvement
Internet
Learning
Learning management systems
Learning Processes
Learning Strategies
Online instruction
Online learning
Performance Factors
Personal computers
Strategic Planning
Tanzania
Teaching
Teaching Methods
Technological change
Technology Integration
Technology Uses in Education
University of Dar es Salaam
Tanzania
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Summary:Since 1985, Tanzania has been undergoing significant political and economic changes from a centralised to a more market-oriented and globally connected economy. The University of Dar es Salaam (UDSM) has responded to these changes by reviewing its legal status, vision, and functions, particularly those related to research, teaching and public service. This report focuses on the use of technology to improve the efficiency and effectiveness of educational processes and outcomes at UDSM and highlights one of the key lessons learned : innovations in the sphere of teaching and learning need to take cognisance of and address factors in the broader national and institutional contexts, as well as those relating to the readiness of individual staff to accept change. In other words, both first-order barriers (including access to hardware and software, technical and administrative support) and second-order barriers (such as those intrinsic to individuals, such as their readiness to accept change and their belief systems about teaching and technology) provide challenges to access and uptake of e-learning.
Bibliography:Refereed article. Includes bibliographical references.
Special themed issue : Distance Education for Empowerment and Development in Africa.
Distance Education; v.32 n.2 p.289-294; August 2011
ISSN:0158-7919
1475-0198
DOI:10.1080/01587919.2011.584854