Teachers' pedagogical attitude on using digital lesson contents in teaching and learning in Zanzibar secondary schools
DOI:
https://doi.org/10.55056/cte.636Keywords:
digital lesson contents, pedagogical attitude, teaching and learning, curriculum materialsAbstract
Digital curricula have been emphasized to improve the quality of education at all levels of education. Implementing a new curriculum depends on teachers' attitudes to integrate it during teaching and learning. This study investigated the attitudes of teachers and factors that affect them towards using digital lesson content in Zanzibar, the case of Wete District. One hundred fifty-four secondary school teachers responded to the questionnaire. The SPSS version 25 was used to run the Chi-squared test and descriptive statistics to analyse the data. The overall attitude was calculated by finding the questions' mean value per Likert level. The study found that teachers’ pedagogical attitude is positive, but implementing digital lesson content in Zanzibar is still challenging. It was also observed that the attitude was significantly associated with gender (p=0.0084), whereby female respondents had higher positive attitudes (68.82%) compared to male respondents (47.44%). The paper concludes that most teachers have a positive attitude towards using digital lesson content in teaching in secondary schools. However, they lack enough relevant digital resources that support digital lesson content. Based on that, policymakers, curriculum developers, and other education stakeholders should take serious action to improve the quality of education practice in Zanzibar. Therefore, this paper recommends that the availability of digital lesson content and in-service training may encourage teachers’ pedagogical attitude to integrate digital materials into their everyday teaching process.
Downloads
References
Akhmetshin, E.M., Ibatullin, R.R., Gapsalamov, A.R., Vasilev, V.L. and Bakhvalov, S.Y., 2019. Audiovisual aids application in the secondary-level vocational education establishments: Efficiency analysis and assessment. International Journal of Educational Management, 33(2), pp.374–392. Available from: https://doi.org/10.1108/IJEM-02-2018-0082. DOI: https://doi.org/10.1108/IJEM-02-2018-0082
Alfadda, H.A. and Mahdi, H.S., 2021. Measuring Students’ Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM). Journal of Psycholinguistic Research, 50(4), pp.883–900. Available from: https://doi.org/10.1007/s10936-020-09752-1. DOI: https://doi.org/10.1007/s10936-020-09752-1
Aspelin, J., 2014. Beyond individualised teaching. Education Inquiry, 5(2), p.23926. Available from: https://doi.org/10.3402/edui.v5.23926. DOI: https://doi.org/10.3402/edui.v5.23926
Badia, A., Meneses, J., Sigalés, C. and Fàbregues, S., 2014. Factors Affecting School Teachers’ Perceptions of the Instructional Benefits of Digital Technology. Procedia - Social and Behavioral Sciences, 141, pp.357–362. 4th World Conference on Learning Teaching and Educational Leadership (WCLTA-2013). Available from: https://doi.org/10.1016/j.sbspro.2014.05.063. DOI: https://doi.org/10.1016/j.sbspro.2014.05.063
BC’s Digital Literacy Framework, 2015. Available from: https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf.
Boonmoh, A., Jumpakate, T. and Karpklon, S., 2021. Teachers’ Perceptions and Experience in Using Technology for the Classroom. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), pp.1–24. Available from: https://old.callej.org/journal/22-1/Boonmoh-Jumpakate-Karpklon2021.pdf.
Creswell, J.W. and Creswell, J.D., 2018. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 5th ed. Los Angeles: SAGE Publications. Available from: https://spada.uns.ac.id/pluginfile.php/510378/mod_resource/content/1/creswell.pdf.
Davis, F.D., 1986. A technology acceptance model for empirically testing new end-user information systems: theory and results. Ph.D. thesis. Massachusetts Institute of Technology, Sloan School of Management. Available from: http://dspace.mit.edu/handle/1721.1/15192.
Deal, S.B., Stefanidis, D., Brunt, L.M. and Alseidi, A., 2017. Development of a multimedia tutorial to educate how to assess the critical view of safety in laparoscopic cholecystectomy using expert review and crowd-sourcing. The American Journal of Surgery, 213(5), pp.988–990. Available from: https://doi.org/10.1016/j.amjsurg.2017.03.023. DOI: https://doi.org/10.1016/j.amjsurg.2017.03.023
Gilbert, G.M., Ismail, A. and Manyilizu, M., 2015. The use of ICT among Teachers of Science and Non-science Subjects in Private and Public Secondary Schools in Tanzania: A case of Dodoma Municipality. International Journal of Computer Applications, 132(14), pp.36–40. Available from: https://doi.org/10.5120/ijca2015907610. DOI: https://doi.org/10.5120/ijca2015907610
Hindal, H.S., 2014. Visual-spatial learning: a characteristics of gifted students. European Scientific Journal, 10(13), pp.557–574. Available from: https://www.researchgate.net/publication/299616566.
Johnson, A.M., Jacovina, M.E., Russell, D.G. and Soto, C.M., 2016. Challenges and Solutions when Using Technologies in the Classroom. In: S.A. Crossley and D.S. McNamara, eds. Adaptive Educational Technologies for Literacy Instruction. New York: Routledge, pp.13–29. Available from: https://eric.ed.gov/?id=ED577147. DOI: https://doi.org/10.4324/9781315647500-2
Ju, S.Y. and Mei, S.Y., 2020. Students’ Attitudes and Perceptions of Learning Mandarin Chinese via Animated Video. International Journal of Academic Research in Business and Social Sciences, 10(10), pp.567–579. Available from: https://doi.org/10.6007/ijarbss/v10-i10/7782. DOI: https://doi.org/10.6007/IJARBSS/v10-i10/7782
Leong, A.C.H., Zainol Abidin, M.J. and Saibon, J., 2015. Learners’ perceptions of the impact of using digital storytelling on vocabulary learning. Teaching English with Technology, 19(4), pp.3–26. Available from: http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-9d293de0-5d3c-4289-a447-aaf18381ae04.
Lin, M.H., Chen, H.C. and Liu, K.S., 2017. A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), pp.3553–3564. Available from: https://doi.org/10.12973/eurasia.2017.00744a. DOI: https://doi.org/10.12973/eurasia.2017.00744a
Lule, I., Omwansa, T.K. and Waema, T.M., 2012. Application of Technology Acceptance Model (TAM) in M-Banking Adoption in Kenya. International Journal of Computing and ICT Research, 6(1), pp.31–43. Available from: https://www.researchgate.net/publication/266886069.
Mailizar, M., Almanthari, A. and Maulina, S., 2021. Examining Teachers’ Behavioral Intention to Use E-learning in Teaching of Mathematics: An Extended TAM Model. Contemporary Educational Technology, 13(2), p.ep298. Available from: https://doi.org/10.30935/cedtech/9709. DOI: https://doi.org/10.30935/cedtech/9709
Maricimoi, A., 2017. Using Audio Visual Media to Increase the Writing Skill of Students. SMCC Higher Education Research Journal, 4(1), pp.88–101. Available from: https://sherj.smccnasipit.edu.ph/md-v4-journal. DOI: https://doi.org/10.18868/sher4j.04.00817.07
Morze, N.V. and Strutynska, O.V., 2023. Advancing educational robotics: competence development for pre-service computer science teachers. CTE Workshop Proceedings, 10, p.107–123. Available from: https://doi.org/10.55056/cte.549. DOI: https://doi.org/10.55056/cte.549
Ndibalema, P., 2014. Teachers’ Attitudes towards the Use of Information Communication Technology (ICT) as a Pedagogical Tool in Secondary Schools in Tanzania: The Case of Kondoa District. International journal of education and research, 2(2). Available from: https://www.ijern.com/journal/February-2014/11.pdf.
Noraddin, E.M. and Kian, N.T., 2014. Academics’ Attitudes toward Using Digital Games for Learning & Teaching in Malaysia. Malaysian Online Journal of Educational Technology, 2(4), pp.1–21. Available from: https://eric.ed.gov/?id=EJ1085940.
Ovcharuk, O., 2020. Attitude of Ukrainian Educators toward the Use of Digital Tools for Teaching and Professional Development: Survey Results. In: O. Sokolov, G. Zholtkevych, V. Yakovyna, Y. Tarasich, V. Kharchenko, V. Kobets, O. Burov, S. Semerikov and H. Kravtsov, eds. Proceedings of the 16th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer. Volume II: Workshops, Kharkiv, Ukraine, October 06-10, 2020. CEUR-WS.org, CEUR Workshop Proceedings, vol. 2732, pp.746–755. Available from: https://ceur-ws.org/Vol-2732/20200746.pdf.
Panoutsopoulos, H. and Sampson, D.G., 2012. A Study on Exploiting Commercial Digital Games into School Context. Educational Technology & Society, 15(1), pp.15–27. Available from: https://www.researchgate.net/publication/254201006.
Papanikolopoulou Arco, L.J., 2023. Possibilities and limitations of social media in education processes during the pandemic: The teachers perspective. CTE Workshop Proceedings, 10, p.315–325. Available from: https://doi.org/10.55056/cte.552. DOI: https://doi.org/10.55056/cte.552
Pateşan, M., Balagiu, A. and Alibec, C., 2018. Visual Aids in Language Education. International conference KNOWLEDGE-BASED ORGANIZATION, 24(2), pp.356–361. Available from: https://doi.org/10.1515/kbo-2018-0115. DOI: https://doi.org/10.1515/kbo-2018-0115
Ramadass, D.D. and Shah, P.M., 2022. Knowledge, Attitude and Use of Information Communication Technology (ICT) among English Language Teachers. Creative Education, 13(2), pp.658–674. Available from: https://doi.org/10.4236/ce.2022.132041. DOI: https://doi.org/10.4236/ce.2022.132041
Revolutionary Government of Zanzibar and Ministry of Education and Vocational Training, 2006. Education Policy. Available from: https://moez.go.tz/documents/policies/Zanzibar_Education_Policy.pdf.
Revolutionary Government of Zanzibar and Ministry of Infrastructure and Communications, 2013. Zanzibar ICT Policy. Available from: https://www.moic.go.tz/panel/web-resources/attachments/ZAN_ICT_Policy_%20JUNE_2013.pdf.
Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., Husagic, L. and Fischer, F., 2021. Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115, p.106625. Available from: https://doi.org/10.1016/j.chb.2020.106625. DOI: https://doi.org/10.1016/j.chb.2020.106625
Salam, A., Hossain, A. and Rahman, S., 2015. The Effect of using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in secondary schools of Bangladesh. Journal of Research in Mathematics Education, 4(3), pp.271–287. Available from: https://doi.org/10.17583/redimat.2015.1519. DOI: https://doi.org/10.17583/redimat.2015.1519
Salasiah, S., Yunus, M. and Khairil, K., 2018. Teacher’s Voice on Metacognitive Strategy Based Instruction using Audio Visual Aids for Listening. Journal of Education and Learning, 12(1), pp.69–73. Available from: https://doi.org/10.11591/edulearn.v12i1.6712. DOI: https://doi.org/10.11591/edulearn.v12i1.6712
Scrivener, J., 2011. Learning Teaching: The Essential Guide to English Language Teaching, Macmillan Books for Teachers. 3rd ed. Macmillan Education. Available from: https://www.ircambridge.com/books/Learning_Teaching.pdf.
Shah, P.M. and Empungan, J.L., 2015. ESL Teachers’ Attitudes towards Using ICT in Literature Lessons. International Journal of English Language Education, 3(1), pp.201–218. Available from: https://doi.org/10.5296/ijele.v3i1.7158. DOI: https://doi.org/10.5296/ijele.v3i1.7158
Štemberger, T. and Čotar Konrad, S., 2021. Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers. International Journal of Emerging Technologies in Learning (iJET), 16(14), pp.83–98. Available from: https://doi.org/10.3991/ijet.v16i14.22649. DOI: https://doi.org/10.3991/ijet.v16i14.22649
TZ-Zanzibar Improving Student Prospects Project (P153277), 2016. (Implementation Status & Results Report). The World Bank. Available from: https://tinyurl.com/53hmtkw8.
United Republic of Tanzania and Ministry of Education and Vocational Training (MoEVT), 2007. Information & Communication Technology (ICT) Policy for Basic Education. Available from: https://planipolis.iiep.unesco.org/en/2007/tanzania-information-and-communication-technology-ict-policy-basic-education-4463.
Walan, S., 2020. Embracing Digital Technology in Science Classrooms—Secondary School Teachers’ Enacted Teaching and Reflections on Practice. Journal of Science Education and Technology, 29(3), pp.431–441. Available from: https://doi.org/10.1007/s10956-020-09828-6. DOI: https://doi.org/10.1007/s10956-020-09828-6
Winter, E., Costello, A., O’Brien, M. and Hickey, G., 2021. Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), pp.235–246. Available from: https://doi.org/10.1080/03323315.2021.1916559. DOI: https://doi.org/10.1080/03323315.2021.1916559
Wu, M.L., 2015. Teachers’ experience, attitudes, self-efficency and perceirved barriers to the use of digital games-based learning: A survey study through the lens of typology of educational digital games. Ph.D. thesis. Michigan State University. Available from: https://doi.org/doi:10.25335/M5GX2G.
Yang, L., García-Holgado, A. and Martínez-Abad, F., 2023. Digital competence of K-12 pre-service and in-service teachers in China: a systematic literature review. Asia Pacific Education Review, 24(4), pp.679–693. Available from: https://doi.org/10.1007/s12564-023-09888-4. DOI: https://doi.org/10.1007/s12564-023-09888-4
Yastibas, A.E. and Cepik, S., 2015. Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning. Procedia - Social and Behavioral Sciences, 176, pp.514–525. International Educational Technology Conference, IETC 2014, 3-5 September 2014, Chicago, IL, USA. Available from: https://doi.org/10.1016/j.sbspro.2015.01.505. DOI: https://doi.org/10.1016/j.sbspro.2015.01.505
Zanzibar Improving Student Prospects Project (P153277), 2016. (Report PAD1549). The World Bank. Available from: https://documents1.worldbank.org/curated/en/910911467996684731/pdf/PAD1549-PAD-P153277-OUO-9-IDA-R2016-0115-1.pdf.
Downloads
Submitted
Published
Issue
Section
License
Copyright (c) 2023 Ali Juma Hamad, Placidius M. Ndibalema, Kulwa Yohana Matalu
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Accepted 2023-10-15
Published 2024-03-20