Utilisation of digital technologies in teaching students with blindness at a selected university in Dar es salaam city, Tanzania

Abstract

This study explored utilization of digital technologies in teaching Students with blindness at selected university in Dar es Salaam City, Tanzania. The study aimed to achieve three objectives, namely, to analyze the availability and adequacy of digital technologies for teaching students with blindness at selected university, to examine how the available digital technologies are used in teaching students with blindness at selected university and to investigate the perceptions of lecturers, technical staff and students on utilization of digital technologies in selected university. The study utilized the Technology Acceptance Model to explore utilization of digital technologies at selected university. The study adopted a qualitative approach; a case study design was used to obtain the relevant data. Criterion purposive sampling was employed. Two methods of data collection were used to collect data which are Interview and Observation. In an interview, a semi-structured interview guide was prepared to explore utilization of digital technologies and 12 participants were interviewed. While under observation, the observation checklist was prepared to investigate the availability and adequacy digital technologies and supportive infrastructures that enable utilization of digital technologies and the data were recorded. The data obtained were analyzed thematically following the research purpose, objectives and research questions. The study found that digital technologies at selected university were available but not enough to cater for the academic needs of each blind student in the university. Some of digital technologies were appropriate while some are not. Additionally, the study shows that utilization of digital technologies is limited due to lack of knowledge among users, unsupportive infrastructures, and a low number of digital technologies. Finally, the study reveals that there are lectures, technical staffs and students who perceive utilization of digital technologies positively where they believe its use saves time, enhances participation, and promotes equitable quality education to students with and without disabilities and those who perceive it negatively where they believe that using technology can lead to frustration and time wastage. The study concluded that the university has inadequate DTs to enhance the teaching and learning of students with blindness; hindrances emerged, leading to the underutilization of available digital technologies in teaching students with blindness, together with the negative perceptions among lecturers, technical staff and students with blindness. Lastly, the study recommended that the Ministry of Education Science and Technology, in collaboration with other stakeholders like Non-Government Organizations and associations works with people with disabilities, to ensure the availability and adequate number of digital technologies for blind university students. The regular awareness training and capacity building of technical staff to ensure full utilization of digital technologies in teaching students with blindness. Also, the study recommends an improvement of teacher education to provide knowledge on how to handle inclusive classes with the aid of technology and to improve the supportive infrastructure.