International Journal of Science and Research (IJSR)

ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296

Availability of Information and Communication

Technology (ICT) Tools Used for Managing
Students’ Academic Records in Tanzania: The Case
of Secondary Schools in Arusha City Council
Kashinde Vicent Mandari
Bsc-Edc, MAEd

Abstract: This study aim was to find out the availability of ICT tools used for managing students’ academic records with an experience
of secondary schools in Arusha City Council. The study was conducted in 10 secondary schools whereby 120 respondents were involved.
The research approaches used werequantitative and qualitative, with dominance of quantitative approach.Survey design was adopted
and data were collected through interviews, questionnaires, observation and documentary review. Stratified and purposive techniques
were used to get the sample.Analysis of quantitative data was assisted by SPSS (Version 22.0) utilizing descriptive statistics for
frequencies, mean, and standard deviation, and presented in form of tables. Qualitative data were thematically analyzed and presented
in form of tables and paraphrasing. The study found that a diverse of ICT tools and facilities are available and accessible by teachers in
the surveyed secondary schools. These tools are mainly used for academic and non-academic activities. Keeping students' records using
ICT helps to improve managerial capacity of schools and students' academic performance by providing easy access to students’
examination records, tracking progress, serves time in processing reports and assistinmaking informed decisions. The study
recommendations include a need to supply ICT tools and facilities in secondary schools and empowering teachers on using them to
manage students’ records. There should be clear standard of records keeping practices which can accelerate decision making and
improving information sharing through the use of ICT in secondary schools.

Keywords: Information and communication technology, Students Academic Records, Management

1. Introduction constraints (Mugyenyi, 2013, p. 106). Records management

in education institutions is the area of administrative
School records may include books, documents, diskettes and management that is concerned with achieving economy and
files in whichare embodied information on what goes on in efficiency in the creation, maintenance, use, sharing and
school (e.g. social, academic and non-academic activities, disposal of records of the schools throughout its life cycle
important events etc.), the school as well as other relevant (Webber, 2018, p. 2).
information focusing on the growth and development of the
school (Olagboye, 2004, p. 65). With respect to managing ICT integration in secondary education needs to address
records at school, the presence of Information and management problems such as delays in decision making,
Communication Technology (ICT) has caused a major communication barriers, time wasting and delay to complete
paradigm shift in how we approach the gathering, storage, tasks in the required time(Al-Oteawi, 2002)Studies
retrieval, and analysis of information in every industry conducted in developed countries such as United Sates of
including education(Jankowski, 2012, p. 57). ICTs can be America, the United Kingdom, France and Canada indicated
divided into two components, Information and that, ICT has the potential of improving the efficiency and
Communication Infrastructure (ICI) which refers to physical effectiveness of management in secondary schools
telecommunication systems and networks (cellular, particularly SAR (Da Graca, Peano, & Saito , 2005;
broadcast, cable, satellite, postal) as well as the services that Bozeman & Raucher, 2000). In their study on need for
utilize them (Internet, voice, mail, radio, and television) and computer technology in education institutions, findings
Information Technology (IT) that refers to the hardware and show that ICT holds the power for effective transformation
software collection of information, storage, processing, and of schools’ management and consequently for the
presentation. (UNESCO, 2012, p. 107). Also it consist of the improvement of schools.
hardware, software, networks, and media for collection,
storage, processing, transmission and presentation of The use of ICT within schools is an infusing aspects of
information (voice, data, text, images), as well as related school practices that benefit all staff and school activities at
services (Katundu, 2000, p. 27). large (Harry, 1990). In East African countries for example,
managers in secondary schools are reported to take
Management refers to the processes that involve planning, increasing interest in the scope of ICT in schools, where
organizing, leading and controlling school members using considerable investments were devoted on the purchase of
available human, physical, financial and information ICT equipmentand tools even before the establishment of
resources to achieve certain objectives(Webber, 2018, p. 2). ICT policies within these countries (Kavagi, 2011). ICT
With respect to management, managers are responsible for tools in secondary schools in developing countries such as
managing these resources in such a way that the task is computers and the Internet are used in providing
completed within defined scope, quality, time and cost communication and teaching of students in the
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 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296
classroom(Passey , Forsyth, Hutchison, Williams, & Scott, Government has invested heavily in ICT in education
2002; Miller & Miller, 2001; Webber, 2018). initiatives, including provision of ICT training to teachers
and supply of ICT tools and facilities in secondary school.
ICT in education initiatives in Tanzania started in 2002 Ngeze(2017, p. 425)added that, programmes and initiatives
when a stakeholders’ workshop was called by the ministry have been put in place to help integrating ICT in the
with support from the International Institute for teaching and learning process as well as management of
Communications Development (IICD), a Dutch NGO student affairs. Such initiatives include National Programme
(Mbwette, 2009, p. 17). The round table identified areas of on ICT for secondary school teachers, the e-Schools Project,
ICT interventions and project proposals were generated. Tanzania beyond Tomorrow and the introduction of ICT
These projects helped to raise awareness of the benefits and Curriculum in secondary schools. These initiatives have
potential gains in adopting ICT in education sector which in contributed to the use of ICT in teaching and learning and in
turn elevated ICT to a priority area in education planning performing school administrative tasks. More efforts are
(ibid, p. 18). In recognizing the potential of ICTs as being made by the Government through the Ministry of
significant tool for improving education system,the Education, Science, and Technology to equip schools with
Government of Tanzania developed its national ICT policy ICT tools, infrastructure and training(Ngeze, 2017, p. 426).
in 2003 (URT, 2003, p. 3). Four years later, the Ministry of
Education and Vocational Training (MoEVT), developed an Apart from all these Government initiatives to equip schools
ICT Policy for Basic Education in 2007. The ICT policy of with ICT tools, students’ academic records in most
2007 addresses issues related to infrastructure and technical secondary schools in Tanzania are still stored and processed
issues; curriculum and content; training and capacity manually(Mbwette, 2009; Mazoya, Ismail, & Manyilizu,
building; planning, procurement and administration; 2015; Ngeze, 2017). This resultsin the production of reports,
management and support; and monitoring and evaluation. printout and dissemination of students’ academic
information being slow, poor and prone to errors (Mazoya,
According to the policy, priority levels include teacher’s etll, 2015). This means management in secondary schools
education, secondary education and primary education. In a has not realized the role of ICT in the management functions
nutshell, the main objectives of the policy, are to integrate especially on students’ academic records. Problems of not
the use of ICT to achieve educational policy objectives, using ICT in managing SAR are such as loss of students’
facilitate and promote the use of ICT resources in schools, records, examination malpractices, statistical problems
colleges, and libraries (URT, 2007, p. 2).The integration of where by the cumulative grade averages of students are
ICT in basic education subsector, is expected to yield several wrongly calculated, late decision making, delayed
outcomes including the improved efficiency and registration as well as delays in the process of compiling
effectiveness of the management and administration of students results and giving reports to the parents and
education at all levels (URT, 2007, p. 4). administrators (Ngeze, 2017). This implies also, access to
students’ records becomes limited because majority of
Tanzania education sector has made several efforts to records are manually processed and kept, thus, not easy to be
implement and achieve the benefit of the ICT Policy for shared among decision makers. This paper specifically
Basic Education. The Government through MoEVT has aimed to find out the availability of ICT tools and facilities
implemented several programmes and initiatives that aim at used for managing students’ academic recordsin secondary
implementing the policy since it was developed in 2007. The schools in Arusha City Council.
goal was to integrate ICT in the teaching and learning
process as well as in management and administration of 3. Literature Review
schools. Such initiatives include National Programme on
ICT for Secondary School Teachers; the e-Schools Project ICT in Education
and the introduction of ICT Curriculum in secondary The potential of each technology varies according to how it
schools. These initiatives have contributed to the use of ICT is used (Huang & Liaw, 2005, p. 735). The use of
in teaching and learning process, and in performing school technology in education has provided students and teachers
administrative tasks. Despite the success registered in in many countries with unlimited number of options for
education sector on the use of ICT and the possession of ICT classroom learning (ibid, p. 736). Huang &Liaw, (2005) also
tools and facilities, secondary schools have lagged in added that, when we consider the global history of
integrating ICT for schools’ management purpose, and have technology in education, there are some very interesting
not fully utilized such tools to manage students’ facts that have led us to where we are today (p. 736).
records(Ngeze, 2017). It is with background that this study According these Authors (ibid, pp. 736-739), we observe
is undertaken. four major phases in the history of using computers in
education, which include: Late 1970’s to early 1980’s
2. Statement of the Problem (programming, drill and practice); Late 1980’s to early
1990’s (computer-based training with multimedia); Early
Studies conducted by Mazoya, Ismail &Manyilizu(2015), 1990’s (Internet-based training); Late 1990’s to early 2000
and Ngeze, (2017)about ICT integration in teaching and (e-Learning) and Late 2000 (Social software + free and open
learning in secondary schools in Tanzania revealed that, the content).

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Paper ID: ART20193573 10.21275/ART20193573 608
 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296

Figure 1: General Global History of ICT in education (Huang & Liaw, 2005, p. 738)

Today, most countries embrace ICT integration, either in the Use of ICT in Managing Students Records
national policies or in the regulations pertaining to education Poor (2008, p. 36)stated that, ICT provides several facilities
sector(Ilonausi & Osuagwu, 2009, p. 35). For example, the and possibilities for educational administrators to do their
study conducted by Baskin & Williams, (2006) in Australia, tasks. He mentioned that communication and information
the government has set goals for schools in relation to ICT systemshave changed the very nature of education
development and the government wants students to leave management practices. He had also noted that there is an
schools as confident, creative and productive users of new increasein effectiveness and efficiency of management
technologies on society (p. 458). Also, a study in Canada by student records through the use of ICT.ICT and records
Zhang and Martinovic(2008) revealed that, schools use management have been mentioned to have a strong degree
desktop computers or laptops for educational purposes such of commonality and many complementary expertise because
as activities directed towards lesson preparation, execution they both concerns with creation, storage, accessibility and
or evaluation during the 2003/04 school year (p. 164). A security of information (Visscher, Wild, & Fung, 2001, p.
survey in USA by the National Centre for Education 44). However, while ICT assists in engineering and
Statistics in 2000 using the Fast Response Survey System maintaining systems to manage an institution’s information
revealed that 99% of full-time regular public-school teachers assets, the focus of records management is protecting,
had access to computers or the internet somewhere in their classifying and maintaining the authenticity of records (a
schools(NCES, 2000, p. 62). subset of information) so that they remain accessible and
function as evidence for as long as they are required to be
In Africa, a survey supported by World Bank Innovation and kept (Visscher, et al, (2001, p. 45). According to Nakpodia
Entrepreneurship Group program as reported by Isaacs, (2011)the ultimate aim of records management and ICT in
Farrell, and Glen (2016, pp. 21 - 26) exposed that, within education institution is to support, protect and enable the
the education sector in Botswana, all junior and senior institutions to manage students’ records in a cost-effective
secondary schools have fully equipped computer manner now and in the future (p. 47). ICT can draw on the
laboratories. In Gambia, for example, the Ministry of expertise of the records managers to ensure the right
Education in conjunction with the World Bank equipped half information is being captured and records are classified in a
of the state secondary schools with networked computer way that promote their retrieval while protecting their
laboratories, but without internet (Mangesi, 2007, p. 47). sensitivities and are only kept to meet legal institution
According toWamakote, Hennessy, & Harrison(2010, p. 44), requirements and community expectations (Visscher, et al,
there are large number of wide-ranging and innovative ICT 2001, p. 46). Consequently, Nakpodia(2011, p. 46) argued
initiative program in Ghana, including “equipping schools that, school managers need effective management of records
with ICT, networking amongst schools, schemes awarding and other activities with the use of computers and other
teachers who excel in using ICT, capacity building for Information Communication and Technology equipment.
teachers, and e-mail communication between students and
teachers”. There is also a Computer Literacy Program for A study conducted by Osakwe, (2012) in Nigeria Tertiary
training school teachers and principals on keyboarding, word Institutions revealed that “ICT has the potentials for not only
processing, basic troubleshooting and maintenance ensuring effectiveness and efficiency in teaching-learning
(Wamakote, et-al, 2010, p. 45). process, but also easing the administrative duties of records
keeping and management” (p. 39). Being aware of the
In East African countries, the ICT in Education survey significant role of information and communication
report reviewed by Glen(2007)exposed that, “Kenya technology especially in our educational activities,
recognizes the importance of ICT in education which is educational authorities should be wise enough to use ICT in
manifested through the promulgation of the national ICT supporting records keeping and management (ibid, p. 39).It
strategy in education and training in 2006” (pp. 3-4). has been said that, the introduction of computers into records
Rwanda is another East African country with strong management has offered speed, precision, diversity,
government support for ICT development, whereby flexibility, and rich comprehensive documentation processes
according to Wamakote, et.al (2010, p. 45) a number of (Osakwe, 2012, p. 40). Nevertheless, Nwaomah (2015, p.
other projects have been reported to improve ICT skills of 118) think that, the application of ICT to the management of
teachers in Rwanda, and the government provides basic records therefore, will go a long way in making such records
skills training to train two teachers per school with higher- accessible and usable.
level skills such as troubleshooting and fault finding who in
turn are expected to train other teachers in their schools. Juma, Raihan, & Clement (2016, p. 6)in their paper about,
“Role of ICT on Education Management in Secondary
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ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296
Schools in Uganda” concluded that, ICT increase (MoEST) declared that, “the use of ICT in teaching,
effectiveness in management of students’ records because it learning, administration, and management presents a
help in organization of students’ Information, analyzing powerful tool to achieve educational and national
students’data quickly and accurately, increased coordination development objectives” (URT, 2007, p. 13). Thus, the
as well as effective and quick decision making. ministry of education decided to introduce the policy to
Properutilization and allocation of resources, access of guide the integration of ICT in basic education, andthe
students’ records to the stakeholders, Improvement in declaration of the ICT policy for Basic Education in 2007
monitoring student performance, enhancement of effective created the national framework for integrating ICT in pre-
communicationand planning, were also mentioned by Juma, primary, primary, secondary and teacher education as well
et al (2016)as among ICT contribution on effective as non-formal and adult education sectors (Kayombo &
management of records in secondary schools (p. 6). Mlyakado, 2016, pp. 19)

Use of ICT in Secondary Education in Tanzania Recently, the Tanzania Ministry of Education, Science and
According to Senzige & Sarukesi(2003, p. 373) the Technology (MoEST) has been providing training to
application of ICTs in Tanzania education systems is not a secondary school teachers to equip them with knowledge
new impression. It can be traced back to late 1960s and early and skills for integrating ICT in teaching, learning and
1970s when schools were provided with radios to enable administration processes (Ngeze, 2017, p. 424). According
students to listen to educational programs broadcasted by to Ngeze (2017, pp. 424 - 425), these training programmes
Radio Tanzania Dar es Salaam (RTD). However, these were divided into three major cycles; cycle I consisted of
authors added that, there were little efforts to integrate the topics such as Potentials of ICT, Computer Fundamentals,
television technology that spread from the mid 1990’s into Operating Systems, MS Word, Spreadsheet, MS-Power
education. Additionally, the initiatives to integrate ICTs in Point and Computer Networks and Internet. Teachers are
education rejuvenated in 2002 when a stakeholders’ currently taught in cycles II which comprising of topics such
workshop was called by the Ministry of Education and as Multimedia, Hardware Installation, Software Installation
Culture with support from the International Institute for and Configuration, Maintenance and Troubleshooting of
Communications Development (IICD), a Dutch NGO (Hare, ICT Devices, Safety of ICT Devices and Desktop
2007, pp. 193-194). According to Hare (2007) the Publishing. Cycle III consists of two important topics:
workshop’s roundtables identified key areas of ICT Introduction to Databases, Database implementation Using
interventions and project proposals were generated and MS Access and the Use of ICT in Teaching and Learning.
helped to raise awareness of the benefits and the potential The cascade mode of training according to Ngeze, (2017, p.
gains in adopting ICTs in the education sector, which in turn 425) is being employed where the National Facilitators
elevated ICTs to a priority area in education planning (p. trained teachers - named Master Trainers (MTs) in fifty
194). nucleus schools who met at one training center. After the
training, the Master Trainers are assessed; those who
Kayombo & Mlyakado (2016, pp. 17-19) explained that, qualified are certified to train other teachers at the secondary
Tanzania’s Ministry of Education, Science and Technology schools. All Master Trainers are responsible to disseminate
(MoEST) - formally Ministry of Education and Vocational ICT knowledge and skills through In-Service training to
Training (MoEVT) has been working in cooperation with other secondary school teachers while National facilitator
international bodies such as Swedish International will continue to monitor the quality of training (ibid, p425).
Development Agency (SIDA), International Institute for
Communication and Development (IICD) and UNESCO on 4. Methodology and Design
the potentials of applying ICT in the education sector by
deploying and developing a countrywide e-learning system. The study was conducted in Arusha City Council located in
As part of the government policy for introducing ICT into the Arusha region involving ten (10) Secondary Schools
basic education in Tanzania’s schools, the Commission for from Arusha City Council; whereby, five (5) schools were
Science and Technology (COSTECH) and IICD implement private schools and five (5) schools were government owned
rural ICT access initiatives which aim to bring to the schools. These selected schools were representative of
secondary schools, affordable technologies for good schools that have the ICT facilities in Arusha City Council
governance and transparency and as part of assisting both private and government secondary schools. Data were
education institutions in establishing computer-mediated obtained through constructed questionnaire, interviews and
communication (ibid, p. 19). Furthermore, the project observations. Likewise, data were collected in accordance
expects principals, teachers and students to be able to use with the specified research objectives of the study which
ICT as a tool for teaching and learning as well as for were; to find out the availability of ICT tools used for
management and administration Kayombo & Mlyakado, managing students’ academic records.
(2016, p. 20).
The population included students, teachers and heads of
Ngeze (2017) stated that, after recognizing the role of ICT schools in targeted schools. From this population, a sample
for socio-economic development, the government of of 120 respondents was selected. Simple random sampling
Tanzania introduced various policies and plans such as the was used to get fifty (50) teachers,stratified technique was
National ICT Policy (URT, 2003)and ICT Policy for Basic used to get fifty (50) students. Heads of schools were
Education (URT, 2007)to guide the provision of ICT selected purposively to provide in-depth information about
services in the country (p. 426). In the same line of thinking, availability and use of ICT on managing students’ academic
the Tanzania Ministry of Education Science and Technology records.
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5. Findings
Data collected as shown in Table 1 indicate that of the ICT
Data were collected from selected secondary schools in tools available to schools, 59 (98.3%) were desktop
Arusha City Council, and were obtained through self- computers, 36 (60%) were laptops, 34 (56.7%) were
constructed questionnaires, interviews and observations, scanners, 59(98.3%) were photocopying machines,
based on the specified research objective of the study which 53(88.3%) were printers, while 30 (50%) had access to
was; to find out the availability of ICT tools used for Internet, 53(88.3%) has access to electricity and 47(78.3%)
managing students’ academic records.It wasrevealed that a has access to cellular phones. This implies that majority of
variety of ICT tools and facilities such as desktop schools, at least above 50% had availability of ICT tools,
computers, laptop computers, scanners, photocopier which are essential in records keeping and teaching and
machine, printers, Internet, electricity and mobile phones are learning process. However, internet was the least ICT
available in secondary schools in the Arusha City facility available in the surveyed secondary schools in this
Counciland can be used for keeping students’ academic study.
records.

Table 1: Responses on Availability of ICT Tools in secondary school

No. ICT Tools Available Not Available Mean SD Remark
1 Desktop computers 59 98.3% 1 1.7% 1.02 0.129 Available
2 Laptop computers 36 60.0% 24 40.0% 1.40 0.494 Available
3 Scanners 34 56.7% 26 43.3% 1.43 0.500 Available
4 Photocopier machine 59 98.3% 1 1.7% 1.02 0.129 Available
5 Printers 53 88.3% 7 11.7% 1.12 0.324 Available
6 Internet 30 50.0% 30 50.0% 1.50 0.504 Less Available
7 Electricity 53 88.3% 7 11.7% 1.12 0.324 Available
8 Mobile phones 47 78.3% 13 21.7% 1.22 0.415 Available
Source: Field Survey, 2018

The researcher conducted an observation using a structured

observation checklist about the availability of ICT tools and From the data presented the study reveals that, a variety of
facilities in the surveyed schools. As seen in Table 2, ICT tools and facilities such as desktop computers, laptop
computers (Laptop/Desktop), printers, photocopier, internet, computers, scanners, photocopier machine, printers, Internet,
and Microsoft office applications are the ICT tools present electricity and mobile phones are available in secondary
in head of schools’ office, academic office and in schools in the Arusha City Counciland can be used for
department offices. These tools are not available in keeping students’ academic records. These findings are
Classrooms and in Matron/Patrons Offices. The common supported by Ngeze(2017, p. 426) who conducted a study
ICT facility available in almost all offices and department about ICT integration in teaching and learning in secondary
was electricity, while internet was least available. These schools in Tanzania and found that, computers, scanners,
findings implies that, printers, photocopier machines, printers, Internet, electricity and mobile phones were
internet, electricity and computers installed with Microsoft available in secondary schools and were largely being used
office applications are ICT tools and facilities available in in theteaching and learning process, and in performing
secondary schools in the study area. school administrative tasks.

Table 3: Researchers’ observation checklist on Availability of ICT Tools and facilities in department / offices
Department/ Office ICT Tools and Facilities School Name
A B C D E F G H I J
Computers (Laptop/Desktop) √ √ √ √ √ √ √ √ √ √
Printers and Photocopier √ √ √ X √ √ √ X √ √
Heads' Office Internet √ √ X √ √ X X √ √ √
Electricity √ √ √ √ √ √ √ √ √ √
Microsoft office Application √ √ √ √ √ √ √ √ √ √
Computers (Laptop/Desktop) √ √ √ √ √ √ √ √ X √
Academic Office Printers and Photocopier √ √ √ X √ √ √ X X √
Internet √ √ X √ √ X X √ X √
Electricity √ √ √ √ √ √ √ √ √ √
Microsoft office Applications √ √ √ √ √ √ √ √ X √
Computers (Laptop/Desktop) X √ √ X √ X √ X X X
Printers and Photocopier X √ X X X X X X X X
Department Offices Internet X √ X √ √ X X X X X
Electricity X √ √ √ √ √ √ √ √ √
Microsoft office Applications X √ √ √ √ X √ X X X
Computers (Laptop/Desktop) √ √ √ √ √ √ √ √ X √
Bursars' Office Printers and Photocopier X √ √ √ √ √ X X X √
Internet √ √ X √ √ X X √ X √
Electricity √ √ √ √ √ √ √ √ √ √
Microsoft office Applications √ √ √ √ √ √ √ √ X √
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Computers (Laptop/Desktop) √ √ X √ √ √ X X X X
Library Printers and Photocopier X X X X X X X X X X
Internet √ √ X √ √ X X X X X
Electricity √ √ X √ √ √ X √ √ X
Microsoft office Applications √ √ X √ √ √ X X X X
Computers (Laptop/Desktop) X X X X √ X X X X X
Matron / Patrons Office Printers and Photocopier X X X X X X X X X X
Internet X X X X √ X X X X X
Electricity √ X √ √ √ X X √ √ X
Microsoft office Applications X X X X √ X X X X X
Computers (Laptop/Desktop) X √ X X √ X X X X X
Printers and Photocopier X X X X X X X X X X
Classrooms Internet X √ X √ √ X X X X X
Electricity √ √ √ √ √ √ √ √ X √
Microsoft office Applications X √ X X √ X X X X X
Key: √ = Available, X= Not Available
Source: Field Survey, 2018

The study data also show that computers, printers and From this statement, it means that Secondary Schools have
photocopiers are available mostly in heads of schools’ ICT tools and facilities such as computers, printers,
offices, bursars’ offices and in academic offices. These photocopiers, electricity, as well as internet.
findings are supported byBozeman &Raucher(2000, p. 226)
who asserted that, operationally ICT should 6. Summary, Implications and Recommendations
involveavailability of computersand its accessories (printers,
scanners, speakers), and associated software technologies in The objective of the study was to find out the availability of
important offices of school that are applied for the process ICT tools used for managing students’ academic records.The
of collecting, storing, retrieving and transferringdata and study found that diverse ICT tools were available and used
information in various forms. Findings resulting from ICT to manage students’ records in surveyed secondary schools,
tools and facilities available in secondary schools in the for the processing of academic and non-academic activities
Arusha City Council show that these ICT related equipment such as the running of day to day administrative issues.
and facilities if are well utilized can improve teaching and
learning process and, enabling increased performance Schools create records from time to time; for the control of
among students and individual schools. students’ registration, discipline, examinations, financial
records among others, passing out of current and semi-
Interview conducted with Heads of schools (as summarized current stages into archival care, of which it is not easy to
in Table 4) revealed that, electricity and computers manage all records in a single storage registryroom.
(laptop/desktop) are available ICT tool and facilities in However through improved application of ICT tools, large
Secondary Schools of Arusha City, where by all (10) amount of information and records can be stored over a long
respondents agreed that their schools have electricity and period of time with great flexibility in remote access,
Computers. However majority (9/10) of Secondary Schools sharing, and dissemination.
have printers and their computers are installed with
Microsoft office applications. Internet was the least ICT tool The study recommended that, schools should ensure that
reported to be available in Secondary schools in the study secondary schools are well supplied with ICT tools and
area where by only 3 respondents out of 10, agreed that facilities in order to improve teaching-learning processes as
internet is available in their schools. well as record management. Further studies should be
conducted on factors underlying ineffective application of
Table 1: Interview Responses on Availability of ICT Tools ICT tools in records management in public secondary
Respondents (HOS) schools.
S/N ICT Tools and facilities Available Not available
X/10 X/10
1 Computers (Laptop/Desktop) 10 0
References
2 Printers and Photocopier 9 1
3 Internet 3 6 [1] Al-Oteawi, S. M. (2002). The perceptions of
4 Electricity 10 0 administrators and teachers in utilizing information
5 Microsoft office Application 10 0 technology in instruction, administrative work,
Source: Field interview, 2018 technology planning and staff development in Saudi
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