CT for Enhancing Early Grade Literacy and Numeracy in Nyarugusu Refugees Camp, Kigoma Tanzania: Teachers‟ Experience on Blended Professional Development

Abstract

The paper addresses the professional learning opportunities and challenges of early grade teachers during the implementation of the site based training. The training is one of the project activities about ICT for Enhancing Early Grade Literacy and Numeracy in Nyarugusu refugee camp. The project brings out the innovations by transforming the pedagogical approaches into digital content based learning where three ICT model classrooms, an android Classroom Learning Management System (Tujifunze), solar power system and Local Area Network have been established in Nyarugusu Refugee Camp (NRC). The paper, therefore, outlines the findings from 18 early grade teachers who participated in the training and provided feedback on the task. The evaluation of the training employed the two levels of the Kirkpatrick model to seek teachers‟ reaction towards the training and professional learning. Questionnaire and narrative interview were employed as data collection tools. Descriptive data and framework analysis strategies were employed during data analysis. The findings indicate improved confidence in ICT integration, increased readiness for ICT adoption and improved peer collaboration. Insufficient time and facilities to necessitate ICT integration in professional learning and teaching were some of the challenges mentioned by the participants. It is concluded that technological adoption in schools requires a Conference Proceedings: The 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa 317 mind-shift among teachers so as to teach and learn in new approaches and collaborate beyond the school environment. The paper recommends a blended professional development approach which seems to have significant contributions towards technological acceptance in teaching and teachers‟ professional development. The adoption needs teachers' commitment towards the programme objectives and school managers need to ensure availability of school resources such as internet connectivity. Further research is recommended on the third and the fourth Kirkpatrick level of programme evaluation.