PREPAREDNESS FOR CHANGE

TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE FOR INTEGRATION OF INNOVATIVE TEACHING AND LEARNING TECHNOLOGIES IN TANZANIAN HIGHER EDUCATION

Abstract

Despite the appreciated benefits and significant investment in technological integration, the integration of innovative teaching and learning technologies into higher education remains a major challenge. As such, this study sheds light on instructors’ technological pedagogical knowledge for integration of Innovative Teaching and Learning Technologies (ITLTs), based on 192 academicians from selected Tanzanian universities. The four technologically related dimensions of the TPACK model were considered. Descriptive statistics, one-way ANOVA and ordinal regression analysis were performed to analyze the influence of technological pedagogical knowledge on the integration of ITLTs while controlling demographic factors. The results demonstrate that the Technological Pedagogical Content Knowledge (TPCK) dimension is a statistically significant factor associated with the use of ITLTs (ρ0.05). Amongst the control variables, age, ICTcompetence, and gender were found to be significant factors influencing the use of ITLTs. Thus, this study recommends tremendous organizational support be put towards relevant capacity building among instructors for enhancing the integration of ITLTs.