The Use of Information and Communication Technology in ...

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Abstract—An overview approach to building a high-quality of ICT in implementation of .... expecting to establish postgraduate programmes (Masters and.
The SIJ Transactions on Computer Science Engineering & its Applications (CSEA), Vol. 2, No. 7, October 2014

The Use of Information and Communication Technology in Implementation of Curriculum in Higher Learning Institutions: The Case Study in Tanzania Loppa Scholastica* & Daniel Sinkonde Kayange** *Assistant Lecturer, Department of Electronics and Telecommunication, Mbeya University of Science and Technology, Mbeya, TANZANIA. E-Mail: s_loppa{at}yahoo{dot}co{dot}uk **Tutorial Assistant, Department of Electronics and Telecommunication, Mbeya University of Science and Technology, Mbeya, TANZANIA. E-Mail: kayanged{at}nm-aist{dot}ac{dot}tz

Abstract—An overview approach to building a high-quality of ICT in implementation of Curriculum in higher learning institutions in Tanzania as one of the ways of mitigating the shortage of the hard copy of the books. The importance of ICT in enhancing the implementation of the Curriculum is inevitable; however there are some challenges in dealing with constraints that facing the use of ICT in implementation of the curriculum in the higher learning institutions environment. The objective of this paper is to examine the current status of ICT and how ICT is incorporated in teaching and learning at higher learning institutions in Tanzania. The enabling and constraining factors affecting its operation and development in the light of the serious bottlenecks were identified, analyzed and recommended upon. These challenges are ranging from poor funding to inadequate ICT facilities (both quantitatively and qualitatively) and non – availability of adequate human capacity (ICT teaching experts). Furthermore, the paper explored the strategies used to combat these challenges and suggest the way forward. Keywords—Communication; Curriculum; Education; Higher Learning Institutions; Information; Tanzania; Technology. Abbreviations—Asynchronous Transfer Mode (ATM); Information and Communication Technology (ICT); Local Area Network (LAN); Mbeya Institute of Science and Technology (MIST); Mbeya Technical College (MTC); Mbeya University of Science and Technology (MUST‟s); Multi Protocol Label Switching (MPLS); Quality of Service (QoS); Wide Area Network (WAN); Wireless Mesh Network (WMN).

I.

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INTRODUCTION

ANZANIA cannot afford to overlook the importance of information and communication technology (ICT) for improved access, equity, quality and relevance of education. In our inter-connected world, knowledge and information are becoming corner stones for the development of a society, as is the ability to communicate. It is our duty to prepare our children so that they can benefit from and contribute to our country´s development in the information age. We must therefore take advantage of the full range of ICTs, from radio and mobile telephony to computers and the Internet, to build the foundation for a well educated and learning knowledge society.

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Information and Communication Technologies (ICTs) are diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information [1]. These technologies includes broadcasting technologies (radio and television), telephony, as well as newer digital technologies such as computers and the Internet have been touted as potentially powerful enabling tools for educational change and reform. When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality among others, helping and make the process of teaching and learning into an engaging, active connected to real life [2].

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The SIJ Transactions on Computer Science Engineering & its Applications (CSEA), Vol. 2, No. 7, October 2014

ICTs greatly facilitate the acquisition and absorption of knowledge, offering developing Countries unprecedented opportunities to enhance educational systems, improve policy formulation and execution, and widen the range of opportunities for business and the poor. One of the greatest hardships endured by the poor, and by many others, who live in the poorest countries, is their sense of isolation. The new communications technologies promise to reduce that sense of isolation, and to open access to knowledge in ways unimaginable not long ago. However, the experience of introducing different ICTs in Mbeya University of Science and Technology (MUST‟s) class-room and other educational centres all over the world over the past several decades suggests that the full realization of the potential educational benefits of ICTs is not automatic. The effective integration of ICTs into the educational system is a complex, multifaceted process that involves not just getting the technology but indeed needs enough initial capital, a better curriculum and pedagogy, Institutional readiness, teacher competencies and long-term financing [3].

II.

WHAT IS ICT?

The term Information and Communication Technology (ICT) refers to forms of technology that are used for communication and to transmit, store, create, share or exchange information. This broad definition of ICT includes technologies such as: radio, television, video, telephone (both fixed line and mobile), computer and network hardware and software; as well as the equipment and services associated with these technologies, such as electronic mail, text messaging and radio broadcasts. It has been defined by [4-6].

III.

GLOBALIZATION AND TECHNOLOGICAL CHANGE

Globalization processes have accelerated in mountain bike over the past fifteen years [7]. The process has created a new global economy motorized by technology, fuelled by information and driven by knowledge [8]. The emergence of this new global economy has serious implications for the nature and purpose of educational Institutions. As the halflife of information continues to get smaller and access to information continues to grow exponentially, Schools and Institutions such as MUST cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, MUST must promote „learning to learn‟ i.e the acquisition of knowledge and skills that make possible continuous learning over the lifetime. As far as ICT is concerned, educational relevance and quality coexist are of the essence in expanding educational opportunities to those made most vulnerable by globalization such as developing countries in general; low-income groups, girls and women, and low-skilled workers in particular. Global changes put pressure on all groups to constantly acquire and apply new skills. This situation is justified by the

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International Labour Organization which defines the requirements for education and training in the new global economy simply as “Basic Education for All”, “Core Work Skills for All” and “Lifelong Learning for All” It has been reported by [9-11].

IV.

THE CURRENT STATUS OF ICT FOR TEACHING AND LEARNING IN MUST

There is an importance of understanding the existing system, in this type of ICT network, the current status of ICT for teaching and learning in MUST can be explained properly after looking on educational reform programmes in Tanzania. Tanzania has passed through different educational reform programmes. It had been implementing the primary education development programme [12] and the secondary education development programme [13] both of which have been successful in increasing students‟ enrolments and outputs. The outcome of the PEDP and SEDP is to provide a pool of students to join the higher learning Institutions including MUST and thereby improving Tanzania‟s participation rate. MUST is a product of the transformation of Mbeya Technical College (MTC) that was in operation from 1986 to 2005 offering full technician course in the fields of electrical, civil, Computer, Mechanical Engineering, Laboratory and Architecture Technology and then Mbeya Institute of science and Technology (MIST) which was offering Ordinary Diploma in the same fields and Bachelor degree course programmes in Engineering (B.Eng.), Architecture Technology and Business Administration (BBA). MUST is expecting to establish postgraduate programmes (Masters and PhD programmes). The transformation from MTC to MUST brought about drastic changes in students enrolment that need more ICT facilities and teaching modes. The University has about 300 academic staff and 3000 students. MUST offices and classes are connected to each other like a mesh network. The MUST terminals are attached to the main terminal. The topology of the network requires that every terminal be connected to every other terminal in network. This network currently facilitates only learning through the exchange, transfer and distribution of information/knowledge such as admission, examination results, courses offered by each departments and regulations, the generation and dissemination of new knowledge about how to collaborate effectively via ICT, and the application of this knowledge in ICT practice.

Figure 1: Existing Block Diagram Depicting for ICT Network

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The SIJ Transactions on Computer Science Engineering & its Applications (CSEA), Vol. 2, No. 7, October 2014

V.

ICT INFRASTRUCTURE

Each infrastructure has its own obstacle, in particularly when they are implemented in a remote area. For example, Asynchronous Transfer Mode (ATM) and Multi Protocol Label Switching (MPLS) had some mobility and scalability limitation, even both networks provide high Quality of Service (QoS) and have stability on delivering data [14]. The fragility of 3G UMTS network for ICT has been explored by [15], where the implementation costs are high and does not provide enough QoS. Comparison of available network infrastructures and technologies for ICT system. It can be revealed that based on cost, data rate and mobility, the optimal solution for ICT system is Wireless Mesh Network (WMN). The University has also the problem of Bandwidth. The problem is plagued by the high cost of bandwidth, inadequate and unreliable telecommunication services. Besides of costs there is a problem of insincerity on the part of service provider. Sometimes MUST is forced to pay for an amount of bandwidth that is never supplied to the University. These trends, together with, more work and efforts needed in the areas of interoperability, standards, security and legal issues [16] at both, national, and international levels will facilitate the wider application of ICT including wireless for the whole of the Curriculum in higher learning institutions sector thus enabling the offering of a better service to the client or community.

VI.

EFFECTIVE USE OF ICTS IN MUST’S EDUCATIONAL SYSTEM

ICTs in MUST‟s educational systems has been effectively used by first providing a brief overview of the potential benefits of ICT and the ways by which different ICTs have been used in education so far. The four broad issues addressed by MUST in the use of ICTs in education are effectiveness, cost, equity, and sustainability. In order to achieve this, MUST need to reckon with five key challenges when making decisions about the integration of ICTs in its educational system. The five key challenges are educational policy and planning, infrastructure, capacity building, language and content, and financing. Older technologies such as the telephone, radio and television, although now given less attention, have a longer and richer history as instructional tools [17]. For instance, radio and television for over forty years have been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries [18]. In current years there has been a upsurge of interest in how computers and the Internet can best be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and non-formal settings. The use of computers and the Internet is still in its

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infancy in developing countries due to limited infrastructure and the attendant high costs of access.

VII.

TYPES OF ICT LEARNING SYSTEMS AT MUST

7.1. E-learning MUST encompasses learning at all levels, both formal and non-formal. The learning that uses an information network (online learning) such as the Internet, an intranet (LAN) or extranet (WAN) whether wholly or in part, for course of delivery, interaction and/or facilitation has been used by MUST to enhance ICT within and outside the University. By using online learning, the University continuing education department managed to introduce pre- ordinary courses as long distance learning at Iringa region. The Web-based learning is a subset of e-learning and refers to learning using an Internet browser such as Netscape or Internet Explorer. 7.2. Blended (Combination) Learning This refers to learning models that combine traditional classroom practice with e-learning solutions. Students normally have online mentoring sessions with their teacher through chat, and are subscribed to a class email list. Or a Web-based training course can be enhanced by periodic faceto-face instruction. “Blending” was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live instructor altogether. To achieve this MUST give higher consideration to the subject matter, the learning objectives and outcomes, the characteristics of the learners, and the learning context in order to arrive at the optimum mix of instructional and delivery methods.

VIII. MAIN CHALLENGES IN INTRODUCING OR EXPANDING ICT USE The implementation of ICT in MUST is constrained by a number of problems. Some of the challenges foreseen in this research are: insufficient fund to implement ICT effectively, Insufficient prioritization of ICT in the implementation of educational and development policies; availability of good number of adequate technical experts to handle ICT activities both installation and technical support, procurement of sufficient bandwidth and adequate software for teaching and learning [19]. Inadequate experience in sharing, collaboration and partner-ship in ICT implementation; inadequate infrastructure, including critical supporting infrastructure such as electricity and telecommunications, especially in rural and remote areas and Poor awareness of the environmental impact resulting from the use and disposal of ICT resources and equipment [20].

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IX.

GENERAL DISCUSSION AND RESULTS

The study conducted at MUST on teaching staff‟s attitude toward the use of ICT tools in teaching and learning; and use of some other ICT tools such as e-mail and internet services has revealed that neither the staff nor the students are adequately prepared for the full integration of ICT tools into teaching and learning process. Most respondents indicated that present level of computer literacy may not be adequate to handle the tools associated with integrating ICT into teaching and learning. The ability to use ICT to identify and search effectively for specific information in order to build knowledge and develop critical and creative thinking is still low. The degree of computer literacy varies in individuals. This is largely dependent on the individual‟s previous access to a computer. The study revealed that 79% of respondents indicated that they are interested in ICT and they like the use of ICT tools in teaching and learning but inadequate of facilities demoralized them. The remaining 21% are partially interested and some totally un-interested in the integration of ICT into teaching and learning. This is due to shortage of ICT facilities for the training in MUST. Computer facilities are in short supply making it difficult for staff and students to acquire the relevant competencies. Access to affordable and reliable internet connectivity is another challenge. Internet is available in a few offices and computer laboratories. This is due to infrastructure and bandwidth. The problem of Bandwidth is plagued by the high cost of bandwidth, inadequate and unreliable telecommunication services. There is also the problem of insincerity on the part of service provider. The reliability of the access is sometimes affected by electric power fluctuations which considerably reduced the accessibility. Responses from respondents on the use of e-mail and other internet services indicates that 70% are familiar with use of e-mail services and conversant with internet activities while 30% are not conversant with internet activities. When they were asked to indicate the purpose of usage 84% indicated personal, 16% indicated research. For teaching and learning; 40% indicated occasional use for teaching and learning while 60% indicated that they do not use ICT for teaching and learning. This implies that, the level of ICT application in teaching and learning is still inadequate with the whole Institute facing a number of bottlenecks due to limitation of ICT infrastructure and specific competent workforce. Obtaining and retaining the technical expertise to implement and manage ICT facilities in MUST have been a great problem. This is largely due to the competitive nature of the economy. Most of ICT experts are attracted to work in private sectors rather than public Institutions. Therefore, growing and retaining ICT human capital still remain a major challenge for many Institutes in general and MUST in particular. The study revealed that staffs managing ICT networking system besides of few permanent ones, others are ad-hoc staff from the private sector. They are usually

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available to carry out installation and provide support (logistics and technical) during the contract period. The uncertainty of continuity after the contract period presents a serious question due to lack of competent and staff.

X.

CONCLUSION

This paper attempts to give a snapshot of completed, ongoing and emerging applications of information and communication technology (ICT) applications and implementation of curriculum in higher learning institutions that requires the efficient and effective transfer of information/knowledge across an integrated higher learning institutions network and to point to the importance of various delivery processes related to the development of curriculum and its contribution to value-added education delivery. The study conducted at ICT in MUST it revealed some of the problems militating against integrating ICT into teaching and learning. Based on findings, the report concludes and recommends as follows: These trends, together with, more work and efforts needed in the areas of interoperability, standards, security and legal issues at both, national, and international levels will facilitate the wider application of curriculum in higher learning institutions In conclusion, some recommendations that will help the wider spread use of ICT systems are the following: (i) High-level political and managerial decision (including Government and private sector), commitment and leadership for the immediate promotion and application of ICT systems in educational operations and rural education centre services. (ii) Training of physicians, the paramedic and administrative staff on the use and benefits of information and communication technology in curriculum implementation. (iii) Clarification of the legal and ethical issues.

ACKNOWLEDGMENT We wish to thank the Mbeya University of Science and Technology (MUST) and the Electrical and Electronic Engineering Department for supporting this work and for allowing us to use their resources.

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Loppa Scholastica. She is an Assistant Lecturer at Mbeya University of Science and Technology, Tanzania. She acquired her Advanced Diploma in Electrical Engineering in 1993 from Dar es Salaam Institute of Technology, Tanzania. She managed to pursue and acquire Postgraduate Diploma in Electrical Power Engineering in 2004 and Master of Engineering Management in 2006 from Dar es Salaam University, Tanzania. Research areas interested are Electrical power for rural electrification, availability of bandwidth estimation techniques and other ICTs technologies for fosterring Teaching and Learning process. My dream is to be professional and good researcher. Daniel Sinkonde Kayange received his B.E. degree in Electronics and Communications Engineering from St. Joseph College of Engineering and Technology - Dar es Salaam, Tanzania in 2008. Currently he is pursuing a Master degree in Information and Communications Science and Engineering at Nelson Mandela- African Institute of Science and Technology, Arusha. His current research interests include available bandwidth estimation techniques for an efficient telemedicine content transport network, traffic engineering, Network, routing, overlay network, and security in Mobile Ad-hoc Networks (MANETs). Personally, to become a part of a highly professional research team, of a reputed institution within the Country, where I can maximize my potential to achieve the best. He also works as a Tutorial Assistant at Mbeya University of Science and Technology, Tanzania. Mr. Kayange is a registered Engineer in The United Republic of Tanzania

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