ICT integration in teaching and learning: a case of selected secondary schools in Morogoro municipal council, Tanzania

No Thumbnail Available
Journal Title
Journal ISSN
Volume Title
Mzumbe University
The past few years witnessed a host of activities aimed at injecting ICT in Tanzania’s education sector. Some schools especially the private schools in the urban centers, especially Dar es Salaam, are already using ICT facilities without a very clear formal setting or a policy framework. Tanzania like other countries in Africa adopted the use of ICT in education as ICT transforms many aspects of our lives as we live in an environment that is dominated by technology which itself is consumer-driven (Semenov, 2005). No matter how we perceive its presence, there is no denying that it is an important part of our lives and that it is here to stay. This study assessed ICT integration in teaching and learning from selected secondary schools. The study specifically assessed the common aspects of teaching and learning where ICT is mostly used, assessed the availability of ICT facilities in the selected secondary schools and the ICT integration in teaching and learning, the achievements resulted from ICT integration in teaching and learning in secondary schools and identified the challenges of ICT integration in teaching and learning. The study approach was qualitative. It employed in-depth interview, focused group discussion, observation and documentary analysis as a data collection tools from the sample of 163 respondents. Content analysis was found appropriate in the analysis of the collected data for the study. The findings indicated that the level of ICT integration in secondary schools was low due to inadequate resources, inadequate ICT knowledge and skills among teachers, poor management support, and lack of motivation. The study recommended that more efforts should be employed to ensure that there is ICT integration in teaching and learning. In order to improve ICT integration level in secondary schools, the school owners including the government ought to provide more ICT facilities create supportive ICT infrastructure and conduct training to teachers on how to employ the technology. The policy should also clearly address the issues of ICT integration in schools for effective implementation.
A dissertation submitted in partial fulfillment of the requirements for award of Master of Arts in Education of the Mzumbe University
Information and Communication Technologies (ICT), ICT intergration in Education, ICT policy in education, ICT in Learning, ICT in Teaching