UNIVERSITY OF DAR ES SALAAM

CONCEPT NOTE

FEASIBILITY OF INTEGRATING ICT IN ENHANCING ACCESS

TO INFORMATION FOR LEARNING: A CASE OF THE INSTITUTE
OF ADULT EDUCATION

By
xxxxxxxxxxxxxxx

AUGUST

2016

1.1

Background of the study

One of the major challenge facing academic and education sector in poor countries like Tanzania
is diffusion and integrating ICT in a day to day academic activities of institution. Integration and
access to ICT in the Education System in Tanzania can be drawn back in 2003 when the
government issued a National Information and Communication Technologies policy (NICTP
2003)
The intention of the Service Sectors focus area in the NICTP 2003 was to promote the use of ICT
in various sectors including education. ICT has the potential to enhance effective delivery of both
formal and informal education. However, given the current situation, this benefit is only evident
in some schools and higher learning institutions in urban areas. Currently, few educational
institutions, mostly private, have incorporated the use of ICT in education delivery. Universities
and other higher learning institutions do face a lot of challenges to meet the real demand.

1.2

Statement of the Pproblem

It has been suggested that information and communication technologies (ICTs) can and do play a
Number of roles in education. These include providing a catalyst for rethinking teaching practice
(Flecknoe, 2002; McCormick & Scrimshaw, 2001); developing the kind of graduates and citizens
required in an information society (Department of Education, 2001); improving educational
outcomes (especially pass rates) and enhancing and improving the quality of teaching and
learning (Wagner, 2001; Garrison & Anderson, 2003).

The general rationale for integrating ICT into education is the assumption that eLearning will
introduce tangible positive changes (Maguire, 2005). Secondly, the growing role of ICT in

society, along with the pressure to adapt education to the needs of the market place, has created
an urgency to integrate ICT into curriculum-based teaching.
However barriers exist which can discourage the whole ICT integration process. If these are not
identified and addressed, efforts at integration could be futile from the outset. One way to
overcome such challenges is to look feasibly on integrate ICT into the curriculum, as well as it is
important to identify potential obstacles and barriers, and explicitly plan and work to overcome
them.
So far many studies conducted were mainly check on motivational aspects and research on use of
ICT in Tanzania. Few studies dealt on pre adoption of ICT, therefore, this study aims to
exploring the Feasibility of integrating ICT in enhancing access to information for learning in
higher learning institutions: a case study of Institute of Adult Education in Tanzania.

1.3

Objectives of the study

1.3.1

Main Objective

The main objective of this study is exploring the Feasibility of integrating ICT in enhancing
access to information in higher learning institutions: a case study of Institute of Adult Education
in Tanzania.
1.3.2

Specific Objectives

To realize the primary objectives, the study focuses on the following specific objectives:
i.

Explore factors affecting the process of integrating ICT innovation into the curriculum of
Institute of Adult education,

ii.

Explore the feasibility of implementing an integration ICT course delivery approach in

the Institute of Adult Education,

iii.

Identify the possible challenges do the students and lecturers face during their use of ICT
in schools and at faculty?,

iv.

To propose practical strategies to address factors which hinder smoothly integration of

ICT in higher learning institutions

1.3.3

Research Questions

The study will be guided by the following research questions:

i.

What are the factors affecting the process of integrating ICT innovation into
curriculum of Institute of Adult education?

ii.

What is the feasibility of implementing an integration ICT course delivery

approach in the Institute of Adult Education in Tanzania?

iii.

What challenges and obstacles do the student and lecturers face during their use
of ICT in schools and at faculty?

iv.

Why do/ why do not the lecturers and students use ICT as teaching and learning
tools?

1.4

Significance and rationally of the study

It is expected that findings of this study will provide deeper understanding among information
professionals and college administrators on integration of ICT and its services. Furthermore, this
study will help Colleges and Institute of higher learning to realize the opportunities and benefits
available for integrating ICT. Moreover, the findings of this study will provide strategic advice
on how to improve the services provision by ICTs and improve services satisfaction among its
members at low cost. Lastly, the finding of this study will provide policy makers, decision

makers and stakeholders with information, or a set of heuristics that can contribute to the efforts
made to improve the quality of ICT in education.
1.5

Scope and Delimitation of the study

There are numerous Institutions of higher learning which range from private, to government.
Because of constraints in research budget, the proposed study will be confined to The Institute of
Adult Education excluding other institution of higher learning. The study will be narrowed down
to Dar es Salaam region only.
1.6

Definition of key concepts

Information Communication Technologies (ICTs) (ICTs) are broadly defined as technologies

used to convey, manipulate and store data by electronic means. This can include e-mail, SMS
text messaging, video chat (e.g., Skype), and online social media (e.g., Facebook, mixit). It also
includes all the different computing devices (e.g., laptop, desktops and smart phones) that carry
out a wide range of communication and information functions. All these electronic tools
constitute the Information and communication technologies (ICTs) and are used to convey,
manipulate and store information (Perron, et. al. 2010)
ICT integration: Integration of ICT entails the combination of all technology parts, such as
hardware and software, together with each subject-related area of curriculum to enhance learning
(Shelly et al., 2008:327).
e- Education: The term e-education describes the items of equipment (hardware) and
computer programmes (software) that allow us to access, retrieve, store, organise, manipulate
and present information by electronic means. Personal computers, scanners and digital cameras
fit into the hardware category; database programmes and multimedia programmes fit into the
software category (DoE, 2003).

Information literacy: This term means the ability to locate, evaluate, manipulate, manage and
communicate information from different sources (DoE, 2003).
E-learning: The term refers to flexible learning using ICT resources, tools and applications
(ICTs), and focuses on interaction among teachers, learners, online environment and on
collaborative learning. It also refers to structured and managed online learning experiences, and
may involve the use of the Internet, CD-ROM, software, other media and telecommunications
(DoE, 2003). E-learning comprises instructions delivered through all electronic media including
the Internet, intranets, extranets, satellite broadcasts, audio/video tapes, interactive TV and CDROMS (Govindasamy, 2002).
Software: This refers to computer programs that provide instructions that enable tasks to be
performed by the computer.
Hardware: This is a term used to describe electronic machines such as computers, monitors,
printers, scanners, cameras etc. (Govindasamy, 2002).
Internet: This is the global communications network which enables computers to share
information in an electronic form (ibid).

1.7

Literature review

The impacts of information and communication technology (ICT) on all spheres of human
endeavors have been tremendous. Most remarkable is education sector which has been
transformed by the use of ICT. Where ICT are used for learning, evidences suggests that they are
chiefly used to present and disseminate information as tools for presentation rather than the often
cited promotion of 21st century skills. Librero (2006) observed that conventional universities

and other educational institutions are now using ICT to achieve blended learning environments
which blend traditional faceto-face classroom delivery with distance delivery.
Critical success factors for ICT integration
There are various initiatives that the Government in collaboration with other stakeholders has
been taking to promote the use of ICT in education. With all possible factors, Agyei (2014)
identify five factors driving integration of ICT in education as existence of national ICT policy;
Availability of ICT infrastructure, including computer hardware and software, and
communication network (bandwidth/access);teacher preparedness and willingness; Professional
development training and the lack of skilled human resources that support the achievement of
teaching and learning with ICT; and Resistance to change from traditional pedagogical
approaches of teaching to more innovative, technology-supported methods.
Integration of ICT entails the combination of all parts of the technology to enhance learning,
including hardware and software, together with each subject-related area of curriculum (Shelly et
al., 2008:327). In addition, integration can be described as using technology to help achieve the
outcomes of each lesson, unit or activity. According to Edutopia (n.d.),
Technology integration is the use of technology resources computers, mobile devices such as
smartphones and tablets, digital cameras, social media platforms and networks, software
applications, the Internet, etc. in daily classroom practices, and in the management of a school.
According to Edutopia (n.d.), successful technology integration is achieved when the use of
technology is routine and transparent which is accessible and readily available for the task at
hand. It also mean supportive of the curricular goals, and a help to students to effectively reach
their goals. Valdez (2000) urges the success or failure of technology use depends more on

human and contextual factors than on hardware or software Keengwe (2007) reported
Effective integration of technology is achieved when students are able to select technology tools
to help them obtain information in a timely manner, analyze and synthesize the information, and
present it professionally. That is, technology should become an integral part of how the
classroom functions and be as accessible as all other classroom tools.
Integration is necessary because technology in itself does not support learning. Its full potential
can only be realized when it is entirely and astutely integrated into the learning environment by
the teacher her/himself (Summak & Samancioglu, 2011:1).
Robinson (1997) discusses the three phases of ICT innovation as follows. In the early stage, the
ICT initiatives in schools were technology centeredc. In this phase, the notion of ICT adoption
was that as long as facilities are available and teachers are trained in having basic ICT skills,
adoption is inevitable. Nevertheless, learning how to use ICT in the classroom entails more than
training in hardware and software use. Thus it became obvious that having access to hardware
and software alone was inadequate to secure successful uptake. The reasons for the failure of
these early stage efforts in implementing ICT might be the lack of understanding (Williams et al.,
1998) of ICT as a pedagogic tool (i.e. its value in teaching and learning), lack of clarity or
uncertainity (Fullan, 1991) of people perceptions and expectations from ICT innovation in
education, and ignoring individual or internal commitment or ownership (Goodson, 2001).
As a result of this unsuccessful period of adoption, the following efforts to make use of ICT in
teaching and learning tended to focus on pedagogy rather than technical matters in the second
phase. This phase includes pedagogic understanding of what computer assisted learning
applications are trying to do and what the hardware and software have potential (Robinson,
1997).

Empirical studies
Mathevula (2014) conducted a study on The Challenges Facing the Integration of ICT in
Teaching and Learning Activities in South African Rural Secondary Schools. The objective of
study was to investigate the impact of ICT equipment availability and accessibility and teachers
training in ICT use on the integration of ICT into the curriculum related activities by teachers.
The data used in this research was collected by means of structured questionnaires, from 146
participants in twelve secondary schools located in the Groot Letaba Circuit, Mopani District
Municipality in Limpopo Province, South Africa. The findings reveal that, with the exception of
a TVs, photocopiers and laptop/desktop computers, there is a scarcity of ICT resources available
at schools for ICT integration, and that the teaching and curriculum administration functions of
most teachers have been negatively impacted by a lack ICT equipment and/or insufficient use of
these ICT resources for those schools who have them. In addition, while some teachers had
received some form of ICT training, it was evident that such training has had minimal or no
impact at all on the abilities and confidence of teachers to use ICT in their teaching. These
factors that negatively influence teachers readiness for, and confidence in, using ICT; need to be
dealt with by the various stakeholders including, and especially, the Department of Education
and the school management and private partners.
Research Gap
Much has been written on the importance and development of ICT in different part of the world.
These studies were done international and conducted by researchers from europe and americans
to suit their locations. Few very studies done for Africa and developed countries particularly
Tanzania by local researchers. This study by Tanzanian researcher, therefore, fills a gap. The
study will identified notable progress, but determines what to be done, on an ongoing basis, to

support higher learning institutions in Tanzania implementation plans and strategies for smooth
and efficient cost cutting ways of integrating ICT in enhancing access to information for learning
in higher learning institutions. The study concludes with guideline and recommendations
1.8

Research Methodology

1.8.1

Introduction

This section presents the procedure and methodologies, which will include some explanations
about area of study, population study, research design, population, sample size and sampling
technique, methods of data collection, instrument of data collection, data quality control, data
analysis and ethical issues. According to Kothari (2004), methodology encompasses the way
systematically to solve the research problem. It should be understood as science of studying how
research is done scientifically. Methodology enables or gives the researcher direction towards
gathering information and arranging them, also participating in the field by using different
techniques for the collection of data for a particular problem.
1.8.2

Research Design

According to Baker (1990) there is no single correct design that can be universally used within
this context. The design is frame that guides an investigator in the process of collecting,
analyzing and interpreting observations. The design of any research is largely depending on the
nature of the problem. According to Kumar (2005), a design of the study involves a set of
advance decisions that make up the master plan specifying the techniques and procedures for
collecting and analyzing the needed information of the topic being investigated. In this case, the
study will be descriptive as it intends to provide some baseline data with regard to integrating
ICT in education. In order to achieve the intended goal, both quantitative and qualitative method
will be used in data collection. Quantitative approach will be used to collect statistical data
especially demographic information of the participating population and qualitative approaches

10

will be used to examine issues related to stakeholderss perceptions and attitudes about the
feasibility of integrating ICT as well as well factors that influence and determine their
institutions to use ICT.
3.2

Area of the Study

This refers to the geographical location where the research will be carried out. The study will
base at the Institute of Adult Education
3.3

Population of the Study

Population is the source of data for inquiring and is defined on the basis of problematic situation
and general research for inquiry. According to Shija, (2002) population is the totality of objects
under consideration that can be specified in terms of entity. In this study, population for the study
will be Librarians and Computer System Analyst, DVC academic and some lecturers and
students of Institute of Adult Educations. Librarians will also be involved so as to give out their
views on the integration because they are information providers and DVC academic will be
included because they are finalist in decision making in their respective university.
3.4

Sampling and Sample Size

Sample size can be considered as a portion of population to be studied. It involves taking a

portion of population that fulfils the requirements of efficiency, representatives, reliability and
flexibility. The information secured from this smaller group can be generalized to the general
population (Shija, 2002). In this study a sample size selected will include 150 respondents.
3.4.1

Sampling Techniques

According to Kothari (2004) is a definite plan for obtaining a sample from the sample frame. It
refers to the procedure the researcher would adopt in selecting some sampling units from which

11

about the population is drawn. This study will apply non probability sampling technique.(simple
random sampling technique)
3.4.2

Sampling Procedures

According to Kothari (2004), sampling procedure is defined as the selection of some parts of
aggregate of the totality based on which a judgment or inference about the aggregate or totality is
made. It is a process of selecting a group of people, events, behavior, or other elements with
which to conduct a study. An important issue influencing the choice of a sampling technique is
whether a sampling frame is available.
This study will apply purposive sampling. The purposive sampling technique will be used to all
participants. This sampling technique will help the researcher to get enough and accurate
information.
Data collection Method and Instrumentation
Both primary and secondary methods will be used to collect data when conducting the research
in this study to ensure validity and reliability of the data that will be collected.
3.5.1 Data collection methods
i) Secondary Data
Secondary data will be collected through library research, various published and unpublished
sources including Institute of Adult Education annual reports and other publication, and journal
articles. Secondary data are important because they provide better understanding of the problem.
ii) Primary Data
Primary data will be obtained from primary source. Primary data for this study will be obtained
from the sample using a structured and standardized questionnaire, with both open and closed
questions. In addition, in depth interviews will be conducted to supplement the questionnaire.

12

3.5.2 Data collection instruments

Different data collection instruments will be used for this study to obtain reliable and valid data.
These will include questionnaire and interview guide.
Questionnaire
According to Kothari (2004), a questionnaire consists of a number of questions printed or typed
in a definite order or a form or set of forms, which is mailed to respondents who are expected to,
read and understand the questions and write down the reply in the space meant for the purpose in
the questioners itself.
Interview
According to Cohen, et al (2000) interview is a method whereby information is collected through
verbal communication, in the face to face interaction between the researcher and the subject.
Structured and Semi-structured interview will be used to Institute of Adult Educaion lecturers
and students. Interview is relevant to this study because will be used to probe for more specific
answers and clarify questions where respondent is not well understood. Also the researcher will
have an opportunity to solicit more information by asking supplementary questions or rephrasing
the questions regarding to assessment on the Feasibility of integrating ICT in enhancing access to
information in higher learning institutions: a case study of Institute of Adult Education
Data Quality Control
Data quality control of this study will be done in order to ensure correctness of the information
which will be obtained from the respondents. Data quality control will be achieved through the
following ways.

13

Triangulation
This study will employ different methods in collecting data such as interview and review of
documents. Structured Questionnaire, interview and observation will be adopted to ensure the
validity and reliability of the data. Triangulation will be used because it help to enhance validity
and reliability of the study findings.
Pilot study

Ethical Issues
Ethical consideration in research are concerned with carrying out research in a proper way,
including maintaining high standards, to ensure accuracy of data and not misrepresenting the
data (Xu, 2003). Before the main survey, the target study population will be asked to participate
in the study voluntarily, and they will be informed of the potential risks and benefits of the study
and will be assured that confidentiality will be maintained. Furthermore the questions will be
carefully formulated to avoid embarrassment to the respondents.
Data Analysis and Presentation
Data obtained from this study will be analyzed and presented qualitatively and quantitatively.
The qualitative data will be processed by Microsoft excel and analyzed using Statistical Product
and Service Solution (SPSS) software version 21. This program will be used to enable a
researcher to get collect percentage and frequency of response. Qualitative data will be analyzed
separately from the quantitative ones for better presentation using content analysis method for
interview narration and observation information. The overall discussion of the study findings
will involve a triangulation analysis approach and data will be presented in table, figures, charts,
frequency and percentage.

14

Itemized Budget
The process of research activities is expected to spend Tanzania Shillings 2,085,000 as the
estimated budget below is itemized.
Expenditure In TZS
Descripti
2016
2017
Total
on
Oct
Nov
Dec
Jan
Feb
Mar
Apr
Travel
150,00
150,00
150,00
150,00
150,00
150,00
150,00 1,050,00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Food &
75,00
75,00
75,00
75,00
75,00
75,00
75,00
525,00
Meals
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Printing
and
20,00
30,00
50,00
100,00
Photocop
0.00
0.00
0.00
0.00
ying
Binding
60,00
60,00
0.00
0.00
Contingen
50,00
50,00
50,00
50,00
50,00
50,00
50,00
350,00
cy
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
TOTAL
275,00
295,00
275,00
305,00
275,00
275,00
385,00 2,085,00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00

STUDY DURATION
Research process is expected to cover seven months starting from October, 2015 to April, 2016.
Year Activity
Ja Fe Ma Ap May Ju Ju Au Se O No De
n
b
r
r
n
l
c
2016 Synopsis
X
presentation
x

15

Research
proposal
Questionnai
res
&
Pretesting
2017 Data
xx
Collection
Data coding
& Analysis
Report
Draft I
Report
Draft II
Final Draft
III
Report
Submission

xx

xx
Xx

xx
xx
xx
xx
xx

16

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