FOSTERING THE DEVELOPMENT OF DIGITAL PEDAGOGICAL SKILLS OF TEACHER IN AFRICA: A CASE STUDY FROM TANZANIA

Abstract

The concept of digital literacy and digital competence is conceptualized in the curriculum for compulsory education in the teacher education program. However, how the two terms are put into practice by the implementers remains to be unclear. The attention given to the two terms by the corresponding practitioners does not correlate to the increasing digital transformation to enable learners and educators to positively adapt to changes in all areas of academic, social and individual life. This research analyses twofold: the level of digital competence of educators perusing Master of Education program, and their ability to design and use digital resources. The study employed a quantitative research approach to administering the digital competence self-assessment survey (DCSAS) on 64 Masters of Education educators. The statistics analysis measured were mean, standard deviation, frequencies and percentages. The findings indicate that the level of educators’ digital competence including their understanding, using, finding and creating various information using digital technologies was moderate. Likewise, DCSAS results adequately explain that educators prefer using available digital resources mostly to prepare lesson notes, exams, students’ grades and personal data; than creating their digital resources and monitoring students’ activities and interactions in a collaborative online environment. Thus, understanding the factors that interplay with the educators’ acceptance, preference and use of various digital technologies is important to inform the designing of the teacher education program to enhance the successful integration of technology in teaching and learning.