Contextual Analysis of Students Learning during an Introductory ICT Course in Tanzania
Mikko Vesisenaho, Erkki Sutinen, Henrik Hautop Lund · 2006
An introductory programming course was developed to teach basics of information and communication technology (ICT) at Tumaini University Iringa University College in Tanzania. The course included concretized and contextualized elements to connect the learning with previous experiences and local environment of the students. The course had 27 second year students in the B.Ed. teacher program in mathematics and computer applications. The course lasted three months and included also practical project work. Learning and application ideas of students on ICT were analyzed from the basis of the CATI (contextualize, apply, transfer, import) model. The method in analyses was content analysis. The results show that most of the learning and application ideas are in application level, only some of the students have been able to apply their skills in contextualized level