A Framework for Evaluating Digital Learning Resources And

Guidelines for ICT use in the Teaching of Science Math and English

In the SME-ICT project 2011-2013

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Acknowledgement The Ministry of Education and Vocational Training in collaboration with GESCI developed this Digital Resource Evaluation Framework

with financial support from Sida.

Copyright Ministry of Education and Vocational Training

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Contents 1.0 Introduction ................................................................................................................... 4

2.0 Background ................................................................................................................... 4

3.0 Contextualized Digital Content Evaluation Tool for Tanzania ............................. 6

4.0 Guidelines for ICT use in the teaching of SME during project implementation 12

Appendix I – Participants in the Contextualization of the Framework .................... 17

Appendix II - Structure of the Digital Content Evaluation Tool Computation ....... 19

Appendix III – Digital Content Evaluation Worksheet ............................................... 20

Appendix IV – Sample of content Evaluation Summary Sheet .................................. 21

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1.0 Introduction ontent has been defined as meaningful data or information that can be utilized and interpreted by human actors during communication processes to allow them share visions and influence each other’s knowledge, attitudes or

behavior1. This content has to be delivered by some kind of medium. Media, according to Pross2, can be categorized into primary (media bound to the human body and does not need any kind of technological device), secondary (media that needs technology on the production side but not on the reception side) and tertiary (media that requires technological devices both for production and reception. Delivery in this case could be in analogue or digital form).

Digital Learning Resources (DLR) or e-content (in a narrow sense) has been referred to as software that can be used to support teaching and learning in any learning environment with a goal of allowing teachers and students maximize the power of the computer3. Digital Learning Resources have come along way from being text oriented information on the internet to multimedia content rendering text, graphics, audio and video. Digital Learning Resources are also not a phenomenon of the computer only but have switched over to all kinds of networked devices such as mobile phones and Personal Digital Assistants (PDA).

In this document Digital Learning Resources will be in reference to the content used on computers in the form of text, graphics, audio, video and combinations of all these with delivery being online through the internet or offline through the use of CD-ROMS, DVDs and flash disks.

2.0 Background The project on Teaching and Learning Science, Mathematics and English in Ordinary Secondary Schools through using ICT is an implementation of the major education sectoral plans and programmes. The focus of this project is to improve teaching and learning in Science, Math and English in 21 secondary schools. Development Objective The main objective of the project is to enable students and teachers in Secondary Schools use ICT to improve the quality of Teaching and Learning Science, Mathematics and English subjects by using and integrating ICTs. Specific Objectives of the project

1 http://books.google.co.ke/books?id=7A-aNhSzLj8C&pg=PA3&lpg=PA3&dq=e-content+%2B+definition&source=web&ots=M7_H3Awf6d&sig=h7D_qQhVu4Otbz0iIZBF8IO3xWk&hl=en&sa=X&oi=book_result&resnum=5&ct=result#PPA6,M1 2 http://books.google.co.ke/books?id=7A-aNhSzLj8C&pg=PA3&lpg=PA3&dq=e-content+%2B+definition&source=web&ots=M7_H3Awf6d&sig=h7D_qQhVu4Otbz0iIZBF8IO3xWk&hl=en&sa=X&oi=book_result&resnum=5&ct=result#PPA6,M1 3 http://www.ncte.ie/documents/advicesheets/21SoftwareEducational(June07).pdf

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The specific project objectives to be achieved in the implementation of the project in secondary schools and teachers colleges are: To establish the status of resources and gaps in the implementing institutions

through collecting baseline data To equip the secondary schools with computer systems, internet connectivity

and power supply systems in refurbished and furnished rooms To enable teachers in Science, Math and English in Secondary schools acquire

ICT technical and integration skills and teaching methodologies through ICTs To avail e-resources for teaching and learning Science, Math and English To have students access the identified e-resources in Science, Math and

English To enable college tutors acquire ICT technical and professional skills to

support the secondary schools To enable implementing institutions successfully meet the objectives of the

project through a robust monitoring and evaluation system One of the key components of the project is the identification, evaluation and use of digital learning resources in teaching and learning.

This tool was contextualized consultatively with the digital content evaluation team (Appendix I) as during project implementation and is one of the project outputs. The framework should be used jointly with the automated GESCI automated tool which can be accessed at http://www.gesci.org/assets/files/Knowledge%20Centre/content-evaluation-tool.html. The mode of calculation that has been used in the tool is presented in Appendix II and a sample of how they should be filled up is available in Appendix III

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3.0 Contextualized Digital Content Evaluation Tool for Tanzania I Quality and comprehensiveness of content 1. Content is relevant to the context

• Alignment to Tanzania curriculum of the intended level • Should address Socio-cultural matters in the Tanzanian society • Language appropriateness, clarity • It should address the needs of the society • It should reflect real environment of the specific society/community in Tanzania

2. Course description is clear and complete • Objectives clear to the particular level • It should not have ambiguous concepts and sentences • It should cut across the whole curriculum

3. Content/Software provides clear educational value proposition • It should consider the values and culture of the intended society/community • It should address cross cutting issues of the society at a given time • Should meet the educational objectives or philosophy of Tanzania

4. Content contains all the relevant information • Coverage of the syllabus of the particular level • It should cover all the important ideas and concepts of the specific lesson

5. Content is differentiated to cater for students with different learning needs and styles • Cater for slow and fast learners • Cater for learners with special needs • The content should consider the needs of learners of different learning ability and style

6. Material is aligned with the pedagogical goals of the curriculum • Aim at developing learner competencies (literacy, numeracy, creative and critical

thinking, communications, independent learning, interpersonal and intrapersonal, technological literacy)

• It accommodates teaching and learning methods which exhibit learner centered/participatory methods

• It should be concurrent to the curriculum in use • Materials should meet the objectives of the curriculum

7. Content facilitates/enhances the development of higher order thinking skills (allows for user evaluation analysis synthesis problem solving and reflection)

• Range of activities should move from low order thinking skills to higher order thinking skills

• It should develop the thinking skills that lead to solve other problems in the society 8. It provides for continuous assessment or other appropriate forms of assessment

• Activities given should be from the beginning of the material relating to the content i.e. exercises, tasks, etc

• It should have the ability to measure understanding continuously along with the course of study

• allow prompt problem solving 9. Material encourages awareness among students about the subject as well as encourage cognitive

evaluation of the said subject • Should develop acquisition of intended knowledge • The content should base on participatory practices • The students should work in groups as a team

• Should increase students competency to relate issues with real environment 10. Material is accurate and up-to-date (statements consistent with established fact)

• Marching with current syllabus • Valid to currently set standard

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• There should be no errors to avoid misleading of concepts

• Also contents should be current according to the changing societal inventions and technology

11. The sound is clearly understandable and consistent in quality and volume.

• The sound should be clearly reasonable to be heard by everyone

12. Sound and music are relevant to screen displays • The sound and music should reflect the ongoing concepts

• Sound and music should be synchronized II Ease of use, functionality, navigation and orientation – Group 3 13. Language word choice, organization and sentence length are suited to the target audience.

Vocabulary is appropriate. • Use simple language • Short and clear sentences to the learner • Define vocabularies clearly • Arrange content from simple to complex • Use appropriate language to the level/age of the learner

14. The material is flexible (it can be used anytime, anywhere; but also is adaptable to the context and for assessment purposes.

• Relevant to the context and learners level • Abide to the national education curriculum • Materials proportional to content • Allow student creativity and innovative • Compatibility of different technologies

15. Content is complemented by the use of concrete materials (manipulative/teaching aids)

• Use of teaching aids • Allow interaction between students, resources and teachers • To create an opportunity/ alternative of using resources that may support learning in

class. 16. Content needs or uses other technology to reinforce/augment learning

• Use a mix of technology ( i.e. animation, video, graphics, text) 17. A search facility exists and it supports a range of reading abilities

• Use bookmark/favourite • Link of the material • Use of indexes

18. On-screen written instructions are understandable • Font size should be consistent and clear • Instruction understandable to the target group and color should enhance visibility • Allow interaction(feedback, forward, backward icon) • The instructions on the screen should be easy for learner to understand

19. Graphics, buttons and icons make sense to the intended user

• Use graphics and icon relevant to the context • Use universally standard action button • Graphics buttons and icons must be meaningfully by user to understand the concept.

20. There is a suitable help option • Each page to have help facilities • Add help content to the help facilities • When you click “help button” it should respond to the need of the learner.

21. Links are useful and robust

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• Use relevant link website • Link to the relevant external documents • The content should be connected to other links which enhance learning.

22. It allows for tracking of individual or group achievement • Record and allow searching individual or group progress • Allow to save, print preview and print records • Content should be accompanied with activity which can be assessed and gives

automatic feedback of perfectiveness of performance. 23. User can print, save and download resources

• Allow download, save and print features 24. Descriptions of specific hardware requirements for operating the application are provided

• The specifications (hardware and software) should be indicated visibly in the CD • A manual of a guidebook should be provided • Content should describe specific hardware requirements

25. The interface is clear and intuitive • Allow minimize/maximize • Font size and type of content • Allow update of content

26. Navigation around the site is flexible • Use of back, forward, up, down buttons

27. Material is well organized • Arrange from simple to complex • Sequential of chapters, activities, assessment and reflection • Allow update of content

28. Users can bookmark or save their position • Incorporate bookmark and save features for online materials

29. It’s easy to keep individual students records • Database that allow keeping students records • Allow preview and print records • Save and print students records

30. It is easy to set the difficulty level • Set the level from simple to complex • Classify content level

31. Users can exit at any point • Exit/close button are visible in all pages

III Attractiveness of design and craftsmanship 32. Content is interesting and motivating for target audience

• Level of learners. • Interactive and participatory content • Language. • Presentation. • Reflection questions • The content must draw attention of audience • It should be well organized and engaging

33. Design is based on relevant research • Address learning problems/difficulties. • Demonstration must align with the content of application • Should focus on the reality. • Focus on specific subject matter

34. Design is appropriate with regard to stated goals and objectives • Content depth and coverage of the intended goals and objectives. • Design should reflect and relate to goals and objectives • Content is coherent with the goals and objectives of education at all levels

35. Content contains features that make it interesting and interactive (graphics, simulations,

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animations) • Graphics. • Animations. • Sounds. • Simulations. • Interface. • The features should relate with the context of application • Color use should be attractive and reflect the reality

Appropriateness of content – Group 6

36. It is contextually relevant for the age range and educational stage (skills/knowledge level required) • Should be relevancy to education level or age of the learners. • Should provide skills and knowledge appropriate to learner’s age.

37. It is aligned with country’s pedagogical philosophy. • Should appreciate Tanzanians culture, customs and traditions in T/L process at school.

38. Content anticipates learning difficulties and includes strategies to address them. • Should consider and appreciate students with learning difficult. • Should device strategies/techniques on presenting contents to those with learning

difficult. 39. It provides opportunities for enrichment beyond the curriculum.

• Should be flexible to accommodate changes. • Should enable learner to foreseen other skills through acquired knowledge and skills.

40. It is culturally sensitive and transferable. • Should promote values and ethics of Tanzanian

41. It allows for exploitation of new learning opportunities • Should give room for further learning. • Should promote innovation and creativity to learners.

42. It will facilitate the acquisition of specific competencies. • Should promote acquisition of socio-economic technology.

43. Content will enhance information handling or ICT skills. • Should enhance ICT knowledge and skills. • Should enhance transfer of learning

44. It will enable creative or logical thinking. • Should promote creativity and thinking. • Provisions of minds-on or hand-on activities

45. Content provides for different learning styles. • Should accommodate different learning styles

46. Content aids and/or develops conceptual understanding • Should enhance cognitive, affective and psychomotor development

47. It provides for practice and application of understanding/skill. • Should provide opportunities for demonstration of understanding and skills (Effective

and Psychomotor domain) 48. Points of view are fairly represented with no apparent bias.

• Should avoid subjectivity in teaching and learning process. 49. The material is gender-neutral and non-discriminatory; text and graphics are free of any

content that could be derogatory toward a particular group • Should be gender sensitive. • Should be sensitive to the disadvantaged groups

50. It will enhance collaboration and interaction with others. • Should promote teamwork

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51. It has value as an independent activity • Should be comprehensive in coverage.

V Value added through interactivity and multimedia 52. Content is enhanced through the use of other media/technology to reinforce/augment

learning • Facilitate learning to learners with different abilities. • Accommodates intended level/age group. • Environmental flexibility (rural and diversity of learning environments) • Content be enhanced with audio-visual • Provision for use of a wider use multimedia available • The media should be functioning properly

VI Maintenance and Support 53. Content is copyright free

• The content should not be restrictive (No password or buying costs) • Easy to download, use and formatted according to your need.

54. Descriptions are provided of specific hardware requirements for operating the application • Updated information on specific hardware requirement to be available • Should have manual or help icon button.

55. Instructions for installation and operation or toll free technical support telephone number are provided • Provision for reference in case of trouble/problem should be provided • Links for technical support. • Telephone numbers. • Warning messages.

56. Content is value for money • Cost effective use of hardware and software (No multiple gadgets serving the same

purpose) • Useful and Relevant. • Convenient for teacher to prepare and use.

57. Content is able to run on existing hardware • Compatibility of content with hardware • It can be accommodated to computers of all capacity, version and windows.

58. A license is not required to use the content or operate the software • Available as free or open source software

General Recommendations The groups also decided: 3 categories should be given priority with the following weighted percentages per category:

1. Appropriateness of content (Should be within the stated goals and objectives of the curriculum) – minimum score should be 74%

2. Quality and comprehensiveness of content (maximum understanding of material required) – minimum score should be 73%

3. Ease of Use (Learners and teachers to use the materials effectively) – minimum score should be 71%

The overall average acceptable percentage should not be below 71%

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4.0 Guidelines for ICT use in the teaching of SME during project implementation

The programme “Teaching and Learning SME in Secondary schools using ICT” will have the detailed, sequential and time-framed, roll out of school support activities for the Technology, Professional Development and Digital Learning Resource (DLR) materials. The suggested process and guidelines are; 1. Infrastructure: The infrastructure and technologies are planned to be deployed

and used as outlined below along with the guidelines for usage;

i. Overall plan: a. Basic training: The equipment present at the teacher training colleges and

other available ICT infrastructure shall be used to for the basic training programmes. The software must be updated and completed according to what is installed in the ICT devices.

b. Teacher use at school, Teacher practicing at home, and Teacher class preparation: Total of 5 laptops planned shall be provided to each school for the use in Form 1 subject teachers (Physics, Chemistry, Biology, Maths and English). In the event of ICT equipment availability beyond this proposed intervention, the devices could be used for other subjects in Form 1 as well as SME in From 2 and above.

c. Integration of ICTs into teaching of SME: 2 LCD projectors with external speakers shall be provided to each pilot school. The school equips 2 classrooms with appropriate electrical sockets and curtains.

d. Teacher communication, Teacher collaboration, Teacher class preparation and Teacher training including DLR download and preparation: Each subject teachers shall be provided with USB modem with pre-defined airtime for an internet access. This facility should be used only for accessing the content and communication related to the SME programme.

ii. Coordination and ICT infrastructure usage: a. Each school must nominate a person, called coordinator, responsible for the

care of the devices, Internet access accounts, software and other materials related to the project. This person must ensure that the equipment is protected, stored safely, looked after and shared in an equitable manner among the assigned teachers

b. The devices provided are to be used primarily by the Science, Math and English teachers. The devices are not meant to be used by administrators or students

c. During class time the devices are to be used primarily to integrate ICTs into the teaching of Science, Math and English. A method for equitable sharing of these devices is to be implemented; making sure each subject gets a proportional use of projectors and laptops. The school has to maintain a record of how the devices are being shared among the subjects during classes. The LCD / LED projectors should be used in a balanced way to enhance the life of the bulb, avoiding transportation when hot

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d. Using computers for non-instructional activities is not acceptable during school time. This may include listening to music, watching videos, instant messaging and chatting or accessing other non-curriculum websites

e. When not in use, the devices must have a safe storage place, like a room or a closet. The Coordinator will be responsible for administering this place

f. The computers can be taken home by the teachers. An appropriate carrying case will be provided. The school has to maintain a record of how the devices are being shared among the teachers. In that case, the teacher will be responsible for the device when outside of the school environment

g. Staff Members are expected to take precautions to ensure that laptops are not stolen, lost, or damaged. If laptops are lost, stolen, or otherwise damaged such that they cannot be restored to normal working order, the Staff Member may be responsible for the pro-rated cost of the laptop

h. In case of theft or loss, the Staff Member must immediately report with the school’s administration or the local security authority. Users are encouraged to check their home insurance policies regarding coverage. The School administration will evaluate the circumstances of the theft or loss to determine if the required reimbursement should be waived

i. Laptops must be returned to School administrator if requested or if employment ends. No laptop will be upgraded or replaced unless the original equipment is returned in proper working order, including all accessories.

iii. Technical considerations: a. Laptops will be equipped with a web camera; a Wi-Fi, USB ports and a

monitor port such that they may be connected to digital projector, a printer, and other peripherals

b. Since devices are shared among the teachers, it is recommended that teachers store their own data in a DVD or Universal Serial Bus (USB) disc. The school cannot take responsibility for lost data in the shared devices

c. The laptop is installed with operation system and other application software. Under NO circumstances unlicensed software will be installed. Teachers are not allowed to install, uninstall or copy software from or to the school computers without the written approval of the coordinator

d. If possible do not connect any USB device to the laptops. They might contain viruses and harm them

e. Teachers must not insert passwords into the devices, software or other sections of the computers, and this might block access to the devices or sections of it to other colleagues

f. The shared internet access accounts are intended for professional use, at school and at home when the devices are taken home. They are not for personal use

g. In order to extend the battery life of the laptops/notebooks, a guideline will be provided with the equipment. Teachers must do their best to follow these guidelines

h. Technical problems: in case of any technical problem or malfunction the teacher must notify the coordinator immediately

i. Coordinators must do their best to ensure that virus protection and other security patches are current. This preventive maintenance can take place at Colleges at least twice a year

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2. Digital Learning Resources (DLR): The Digital Learning Resources (DLR) is one of the critical success factors of the SME programme. The approaches planned are;

i. Overall plan:

a. Develop the digital content evaluation framework with the expertise support from GESCI

b. Use the evaluation framework to Identify and evaluate online and offline resources across the subject Sciences, Maths and English

c. The identified content should be closely related to the curriculum so that teachers could integrate them into their normal teaching with ease, and used them to transform their pedagogic practices.

d. The identified content should run correctly on the devices with the standard players available. Offline resources shall be provided in the DVD / CDs.

e. A team of teachers drawn from the SME cohort will be trained in the basics of content identified by making use of resource personnel from Tanzania

f. These teams would be trained in the use of both Open Educational Resources as well as proprietary Software acquired

g. The focus of the DLR will be on “hard-to-teach & learn” topics as identified by the Tanzania Institute of Education (TIE)

h. All the online resources that will be identified or developed during the project period will be delivered through offline through the use of CDs/DVDs/memory sticks as well as online resources through an existing Internet portal. Each resource must have related documentation including recommended usage, examples, tips, etc.

ii. Suggested integration practices;

a. Teacher to develop the detailed integration plan and road map with the assistance / consultation with tutor and school head

b. Incorporate the ICT integration period into the time tables considering the availability of LCD projectors and balanced integration (during the course of the week) of other subjects planned as part of SME programme

c. It is advisable to combine 2 periods at one go for ICT integrated lessons. The time table could be adjusted accordingly. This would provide comfortable space for the teachers to set up the devices and transact the lesson with the use of ICT

d. The DLR shall be provided for “hard to teach and learn”. Teachers to develop the lesson plans for integration of these content modules with the use of ICT devices provided

e. Identification / consolidation of content should be well ahead of time to enable the teacher to transact the content modules as per the planned academic calendar

f. Teachers to browse and familiarize with the learning resources and organize them well based on subjects / forms etc., and the content have to be tried and tested in the laptops.

g. Teacher to collect the LCD / LED projector and laptop well in advance of the scheduled period. Upon completion the lesson, shut down the equipment well within the scheduled period and hand over back to the coordinator

h. In the event, electricity issues during the ICT integrated periods, teacher should have clear alternative plan for the instructional time

i. Teachers and tutors could coordinate with the other schools in the same zone or other private schools to share the teacher developed e-learning resources

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j. The details of the ICT integrated teaching shall be written in the log book. The log book should capture the qualitative aspects of ICT based integration of SME.

iii. School based support for ICT integration into SME a. The Tutor shall visit twice a month to school during the initial phase and

subsequently once a month to provide school based pedagogical support as well as to monitor the programme. However, the teacher and tutor shall coordinate seamlessly via mail and other means of communications

b. The TTC should factor in the tutors time and other logistics support for the school visit and support

c. Tutor to interact with school head and teachers during the month and observe the classroom transactions and provide appropriate feedback, planning and support inputs

d. Tutor to fill in the classroom observations of technology integrated teaching and learning

e. The tutor shall develop the synoptic report based on the register book at the school, classroom observation document to track the bench mark of the progress

f. Once in three months, the joint analysis of the programme is to be done between tutor, school head and teachers. Essentially, the would capture on infrastructure availability, integration practices, capacity gaps, progress made and planning for the following cycle

g. The Tutor shall analyse and provide appropriate support to the school in-terms of challenges expressed by the school head and teachers

h. The tutor shall prepare the annual report for the schools and the same shall be discussed and agreed with the school and passed on to the project coordination team

2. Professional development: The professional development for the tutors / teachers is

planned with staged approach;

i. Staged approach for building capacity and competency for ICT use: GESCI experts shall guide the TTC team in contextualizing the training materials and enable them to carry out the professional development Stage I: The requirement is for a foundational course in ICT literacy. The foundation course should provide a building block for a second stage of professional development for teachers/ tutors to apply skills in the Science, Mathematics and English ICT curriculum Stage II: The second stage is for a knowledge deepening focus to build capacity for teachers to use basic ICT tools in teaching of Science, Mathematics and English Stage III: At a more advanced stage the requirement is for building capacity of teacher development teams to design and redesign course/ lessons in which they will explore opportunities to use technology and to critically reflect on the appropriateness and effectiveness of technology use in their Science, Mathematics and English teaching

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ii. Flexible model for capacity building that responds to the needs of target

group mix of beginners and intermediate level users of technology. The continued assessment of capacity and development needs are planned. The focus is to situate the professional development within the realities of the school and college conditions and environments for the face to face training phase. The school visit report forms shall be used to address the capacity gaps

iii. Professional development programmes for ICT use in SME that are aimed at Forms 1 and II where there are challenges related to student transition with skill gaps from primary level. Tutors and teachers identified a range of competencies which they felt would be necessary in the use of ICT in the teaching of SME.

iv. Capacity building modules are aligned to high importance and high priority ICT teacher competencies4 identified by teachers and tutors. The details are available as part of the needs assessment report

v. Capacity building programmes technical support to enable teacher access from the workplace to resources that are aligned to curriculum needs in Science, Mathematics and English.

4 For additional information please refer to GESCI’s “ICT Teacher Professional Development Matrix and Planning Tool” http://www.gesci.org/assets/files/ICT-TPD%20Planning%20Guide.pdf

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Appendix I – Participants in the Contextualization of the Framework

S/No Name Gender Institution/school

1 Winnie Kiangi Female Nelson Mandela – Morogoro

2 Ramadhan Khalfan Male Kingolwira Sec. School – Morogoro

3 Steward Kiyamba Male Lupanga Sec. School – Morogoro

4 Hussein .M. Malonga Male Issuna Sec. School – Singinda

5 Hango Mwanja Male Mungaa Sec. School – Singida

6 Benjamine Mollel Male Kijota Sec. School – Singinda

7 Norbat Nyoni Male Cheyo Sec. School – Tabora

8 Tumain Kephas Male Ipuli Sec. School – Tabora

9 Godwin Msumari Male Chang'a Sec. School – Tabora

10 Everisto Mvili Male Miota Sec. School – Monduli

11 Nadali T. Maasay Male Manyara Sec. School – Monduli

12 JustinianMagimbano Male Irkisongo Sec. School – Monduli

13 Moses Luta Male Shangani Sec. School – Mtwara

14 Khani Mdengi Male Chuno Sec. School – Mtwara

15 Judith Mpepo Female Sabasaba Sec. School – Mtwara

16 Hezron Mwakyeja Male Klerru Sec. School – Iringa

17 Fortunate Kyambile Male Kalenga Sec. School – Iringa

18 Lameck Benjamin Male Mlamke Sec. School Iringa

19 Doris Timotheo Female Butimba Sec. School – Mwanza

20 Samuel Sagara Male Mirongo sec. School – Mwanza

21 Gasper Diga Male Mtoni Sec. School – Mwanza

22 Joyce Msolla Female Morogoro TC- ICT

23 Dr. Suzan Lujara Female UDSM-CoICT

24 Dr. Ellen Kallinga Female UDSM-CoICT

25 Dr. Kassimu Nihuka Male Open University of Tanzania

26 Ayubu Kafyulilo Male Dsm University College of Ed

27 Bakari G. Issa Male MoEVT-TED

28 Samuel J. Makundi Male MoEVT-TED

29 Basiliana C.Mrimi Female MoEVT-TED

30 Naomi V. Swai Female MoEVT-TED

31 Hassan Mgalla Male PMO-RALG

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32 Richard B. Nzoka Male MoEVT-TED

33 Adelard N. Saduka Male MoEVT-Sec-ED

34 Abdallah S. Ngodu Male MoEVT-Policy and Planning

35 Zaituni Lukanga Female MoEVT-TED

36 Godson Lema Male TIE

37 Stomin Msaka Male TIE

38 Joel Nchahoruri Male TIE

39 Aisha Ghuhiya Female TIE

40 Esther Wachira Female GeSCI

41 Senthil Kumar Male GeSCI

42 Hamis Maulid Male Kinampanda TC

43 Dickson Mpama Male Butimba TC

44 Patrick B. Shija Male Tabora TC

45 Simon William Male Mtwara -K TC

46 Elifurah J. Kuley Male Monduli TC

47 Mangula Mayemba Male Morogoro TC

48 Onespho Sedekia Male Klerruu TC

49 Hadija Mcheka Female MoEVT-Inspectorate

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Appendix II - Structure of the Digital Content Evaluation Tool Computation Category Excellent Very

good Average Not

usable Questions

Quality and comprehensiveness of content

7-8% 5-6% 4% 2% 1 – 13

Ease of use, functionality, navigation and orientation

4-5% 3-4% 2-3% 1-2% 14 – 35

Attractiveness of design and quality of craftsmanship

25-26% 19% 12-13% 1-2% 36 – 39

Appropriateness of content for intended purpose

5-6% 4-5% 2-3% 1-2% 40 – 55

Value added through interactivity and multimedia

100% 75% 50% 25% 56

Maintenance and support 16-17% 12 – 13%

8 – 9% 4-5% 57 – 59

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Appendix III – Digital Content Evaluation Worksheet Subject: ________________________________ software Title: ___________________ Grade: ________________________________Publisher: ________________________ Target Group: _________________________ Price: ____________________________ Category %tage allocated

Quality and comprehensiveness of content

Ease of use, functionality, navigation and orientation

Attractiveness of design and quality of craftsmanship

Appropriateness of content for intended purpose

Value added through interactivity and multimedia

Maintenance and support

Average percentage

Evaluators:

Team leader: ____________________________ Signature: _____________________

Team leader: ____________________________ Signature: _____________________

Team leader: ____________________________ Signature: _____________________

Team leader: ____________________________ Signature: _____________________

Team leader: ____________________________ Signature: _____________________

Team leader: ____________________________ Signature: _____________________

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Appendix IV – Sample of content Evaluation Summary Sheet