Experiences of Teachers and Children with Autism Regarding Integration of Information and Communication Technology (ICT) in the Teaching and Learning in Tanzania

Abstract

This study aimed to investigate the experiences of teachers and children with autism regarding the use of ICT in the teaching and learning process. The study was guided by the Technology Acceptance Model. In this study the researcher employed mixed methods research approach with the concurrent triangulation designs. This study included a total of sixty (60) participants, comprising thirty-six (36) teachers who work with children with autism and twenty-four (24) parents of children with autism. Quantitative data were collected using questionnaires, whereas qualitative data were obtained through interviews and observations. The study found out that teachers got experiences in ICT through teaching where several tasks require them to work with computers and internet and others have integrated with ICT in teachers’ colleges and Universities. Unfortunately, children with autism in the surveyed primary schools were less acquainted with ICT. This study brings into attention to the government and private school owners that without improvisation of the ICT related facilities and teaching-learning environment integration of ICT in teaching and learning could not be fully realized. Therefore, the following recommendations are made: first, school administrators (both government and private) should launch initiatives to ensure an adequate supply of ICT resources in schools. Second, there should be the establishment of professional development programs focusing on the application of ICT in teaching and learning for children with autism.

Keywords: Autism, ICT, Teaching and learning, Technological Acceptance Model

DOI: 10.7176/JEP/15-8-05

Publication date: July 30th 2024