CHAPTER ONE 1.0 INTRODUCTION 1.1 Overview This chapter introduces the study about the implementation of Computer Studies Curriculum in selected secondary schools in Dar es Salaam Tanzania. It provides the back ground to the problem and also identifies the research tasks and questions which spells out the purpose of the study, significance, research questions, limitation and delimitation within which the study base. 1.2 Background of the Study The introduction of Computer Studies Curriculum (CSC) in education reflects and responds to present and future of people. It is essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of Computer rather than prerequisite needs for academic qualifications and future development of the society. The rapid development of these new technologies coupled with the world-wide challenge. Moon, (2004) motivated educational institutions to redesign and restructure their teaching methods such as to enable students equip themselves in Computer Studies for the future. the availability of Computer Technology in Africa, there have been several initiatives, funded by International Organizations (IO), for enhancing the infrastructure. However, adaptation and application of technology is delayed due to different factors including lack of funds, power interruptions and expertise, Sahay and Walshan, (1995); Gibson and Oberg, (1997). In East African countries Computer Studies policies began taking shape the early 2000s and had brought the positive
CHAPTER ONE 1.0 INTRODUCTION 1.1 Overview This chapter introduces the study about the implementation of Computer Studies Curriculum in selected secondary schools in Dar es Salaam Tanzania. It provides the back ground to the problem and also identifies the research tasks and questions which spells out the purpose of the study, significance, research questions, limitation and delimitation within which the study base. 1.2 Background of the Study The introduction of Computer Studies Curriculum (CSC) in education reflects and responds to present and future of people. It is essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of Computer rather than prerequisite needs for academic qualifications and future development of the society. The rapid development of these new technologies coupled with the world-wide challenge. Moon, (2004) motivated educational institutions to redesign and restructure their teaching methods such as to enable students equip themselves in Computer Studies for the future. the availability of Computer Technology in Africa, there have been several initiatives, funded by International Organizations (IO), for enhancing the infrastructure. However, adaptation and application of technology is delayed due to different factors including lack of funds, power interruptions and expertise, Sahay and Walshan, (1995); Gibson and Oberg, (1997). In East African countries Computer Studies policies began taking shape the early 2000s and had brought the positive
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