Browsing by Author "Mfaume, Hamisi"

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    Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools
    (2022-07-19) Mfaume, Hamisi; Panda, Santosh
    Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Also, abuse of mobile phones by teachers is commonplace in schools. The study recommends the need for a framework to guide teachers on the ethical use of the devices and for the curricula at all educational levels to incorporate content related to ICT use ethics.
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    Promoting Cyber Ethics Compliance among Teachers in Tanzania: What should be done?
    (2024-11-19) Mfaume, Hamisi; Bilinga, Margareth; Panda, Santosh
    The invention of digital ICT devices is one of the most important developments in the history of humankind, and education can greatly benefit from it. However, cyber ethics violations by teachers have become prevalent and are expected to increase unless measures are taken. This study explored education stakeholders’ perspectives on ways to promote teachers’ compliance with cyber ethics in Tanzania. It employed a qualitative case study design involving three secondary schools and 27 participants selected purposively in Kinondoni Municipality in the Dar es Salaam region. Data were sought through semi-structured interviews and document reviews and subjected to thematic data analysis. The findings indicated that teachers’ compliance with cyber ethics requires training of teachers on the pedagogical uses of technology, the inception of a specific national policy for the responsible use of technology in schools, integration of the cyber ethics aspects of the Teachers’ Code of Conduct, improvement of teachers’ living and working conditions, and promotion of teachers’ awareness of the Cyber Crimes Act of 2015, among others. The study recommends that policymakers and education authorities implement the suggested initiatives to promote cyber ethics compliance among teachers for education excellence in Tanzania, and, possibly, elsewhere.