TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA
Information Communication Technologies (ICTs) have significantly transformed the educational landscape, and offer substantial benefits for learners with special needs including those with hearing impairments. The primary purpose of this research was to determine the technological literacy level amo...
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Institute for Digitalisation of Education of the NAES of Ukraine
2024-10-01
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| Series: | Інформаційні технології і засоби навчання |
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| Online Access: | https://journal.iitta.gov.ua/index.php/itlt/article/view/5793 |
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| author | Hamadi Mtani Shubi Kaijage Neema Mduma |
| author_facet | Hamadi Mtani Shubi Kaijage Neema Mduma |
| author_sort | Hamadi Mtani |
| collection | DOAJ |
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Information Communication Technologies (ICTs) have significantly transformed the educational landscape, and offer substantial benefits for learners with special needs including those with hearing impairments. The primary purpose of this research was to determine the technological literacy level among primary school teachers in using ICTs to support literacy and numeracy skills among learners with hearing impairments and compare them based on demographic information. A quantitative analysis approach was used, involving 121 teachers from the deaf unit primary school who completed a self-rating questionnaire based on the Technology Literacy Assessment Scale developed by UNESCO. Both mean scores, the Mann-Whitney U test, and the Kruskal-Walli’s test were used to compare teachers’ technological literacy using ICTs. The results indicated that teachers' demographic information is significantly related to technological literacy at the p=0.05 level. The results found that female teachers had higher technological literacy than male teachers. Also, teachers with lower education levels were found to have higher technological literacy than those with higher levels of education. Among the teacher characteristics, working experience and age were found to have no significant difference with technology literacy as they had p-values of 0.313 and 0.212 respectively. Interestingly, teachers who specialized in special needs education were found to have higher technological literacy than those who didn’t specialize in special needs education.
The findings revealed that technology literacy among primary teachers who teach pupils with hearing impairments was high, which signifies confidence in basic ICT skills for enhancing literacy and numeracy skills among learners with hearing impairments. However, incompetence levels were found in integrating ICT in organization and administration, especially in managing individual variation among pupils with hearing impairments, and curriculum and assessment had lower mean scores than other elements of the UNESCO ICT-CFT areas. These findings suggest that adaptive and personalized learning systems are essential, and comprehensive training regarding ICT integration specifically tailored for teaching pupils with hearing impairments is needed for effective classroom usage.
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| format | Article |
| id | doaj-art-1fa30b0f04284a74b30c2e0698c76495 |
| institution | Kabale University |
| issn | 2076-8184 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Institute for Digitalisation of Education of the NAES of Ukraine |
| record_format | Article |
| series | Інформаційні технології і засоби навчання |
| spelling | doaj-art-1fa30b0f04284a74b30c2e0698c764952025-02-09T08:37:05ZengInstitute for Digitalisation of Education of the NAES of UkraineІнформаційні технології і засоби навчання2076-81842024-10-01103510.33407/itlt.v103i5.5793TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIAHamadi Mtani0https://orcid.org/0000-0002-0699-1306Shubi Kaijage1https://orcid.org/0000-0002-9443-957XNeema Mduma2https://orcid.org/0000-0002-4364-3124Nelson Mandela African Institution of Science and Technology, Arusha, TanzaniaNelson Mandela African Institution of Science and Technology, Arusha, TanzaniaNelson Mandela African Institution of Science and Technology, Arusha, Tanzania Information Communication Technologies (ICTs) have significantly transformed the educational landscape, and offer substantial benefits for learners with special needs including those with hearing impairments. The primary purpose of this research was to determine the technological literacy level among primary school teachers in using ICTs to support literacy and numeracy skills among learners with hearing impairments and compare them based on demographic information. A quantitative analysis approach was used, involving 121 teachers from the deaf unit primary school who completed a self-rating questionnaire based on the Technology Literacy Assessment Scale developed by UNESCO. Both mean scores, the Mann-Whitney U test, and the Kruskal-Walli’s test were used to compare teachers’ technological literacy using ICTs. The results indicated that teachers' demographic information is significantly related to technological literacy at the p=0.05 level. The results found that female teachers had higher technological literacy than male teachers. Also, teachers with lower education levels were found to have higher technological literacy than those with higher levels of education. Among the teacher characteristics, working experience and age were found to have no significant difference with technology literacy as they had p-values of 0.313 and 0.212 respectively. Interestingly, teachers who specialized in special needs education were found to have higher technological literacy than those who didn’t specialize in special needs education. The findings revealed that technology literacy among primary teachers who teach pupils with hearing impairments was high, which signifies confidence in basic ICT skills for enhancing literacy and numeracy skills among learners with hearing impairments. However, incompetence levels were found in integrating ICT in organization and administration, especially in managing individual variation among pupils with hearing impairments, and curriculum and assessment had lower mean scores than other elements of the UNESCO ICT-CFT areas. These findings suggest that adaptive and personalized learning systems are essential, and comprehensive training regarding ICT integration specifically tailored for teaching pupils with hearing impairments is needed for effective classroom usage. https://journal.iitta.gov.ua/index.php/itlt/article/view/5793technology literacyICTadaptive and personalized learningliteracy skillsnumeracy skillshearing impairments |
| spellingShingle | Hamadi Mtani Shubi Kaijage Neema Mduma TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA Інформаційні технології і засоби навчання technology literacy ICT adaptive and personalized learning literacy skills numeracy skills hearing impairments |
| title | TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA |
| title_full | TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA |
| title_fullStr | TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA |
| title_full_unstemmed | TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA |
| title_short | TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA |
| title_sort | technology literacy among primary school teachers for enhancing numeracy and literacy skills of early grade pupils with hearing impairments in tanzania |
| topic | technology literacy ICT adaptive and personalized learning literacy skills numeracy skills hearing impairments |
| url | https://journal.iitta.gov.ua/index.php/itlt/article/view/5793 |
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