Classroom support for students’ digital literacy skills for learning in Tanzania’s public universities

Stephano Nalaila, Violet Wawire and Peter Mugo Gathara

Development in Practice, 2022, vol. 32, issue 7, 867-878

Abstract: This paper explores classroom support for students’ acquisition of digital literacy skills for learning at the University of Dar es Salaam and Sokoine University of Agriculture in Tanzania. The paper contains qualitative data collected through questionnaires and informal discussions. The study found limited classroom support for students’ digital literacy skills for learning because instructors are not prepared for it. Teaching activities that instructors implement do not reflect the attributes of digital literacy skills students should possess. Therefore, the paper challenges universities to mainstream students’ digital literacy skills and train instructors to assume the skills support role.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09614524.2022.2104219 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:cdipxx:v:32:y:2022:i:7:p:867-878

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/cdip20

DOI: 10.1080/09614524.2022.2104219

Access Statistics for this article

Development in Practice is currently edited by Emily Finlay

More articles in Development in Practice from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().