The integration of technology in teaching has the potential to enhance student understanding, engagement, and

academic performance, particularly in subjects like Geography that involve complex concepts and spatial

analysis. This study investigated Teachers’ Competence in Integrating Technology in Teaching Geography at

secondary schools in Tanzania. A mixed-methods approach was employed, using a concurrent research design.

Data were collected through face-to-face interviews and classroom observations involving Geography teachers

across four schools. The findings revealed three distinct levels of competence: high, moderate, and low.

Teachers with high competence effectively used multiple digital tools, including PowerPoint, videos, Google

Earth, and GIS applications, to deliver interactive and inquiry-based lessons that promoted student engagement

improve learning outcomes in Geography subject.

Keywords: Teachers’ Competence, Integrating Technology, Geography Subject

The integration of technology into education has become increasingly essential for enhancing teaching and

learning processes. Technology offers innovative ways to present complex concepts, engage students actively,

and provide real-world contexts that enrich classroom instruction. Enhancing student achievement is a central

goal of education systems worldwide, as academic performance is widely recognized as a key indicator of the

quality and effectiveness of teaching and learning.

Geography subject equips learners with knowledge about the physical and human processes that shape the

world around them (Asad, Hussain, Wadho, Khand, & Churi, 2021). The subject is inherently complex,

geographical processes more effectively.

Globally, the use of digital tools such as PowerPoint, Google Earth, interactive maps, videos, and Geographic

Information Systems (GIS) has been empirically linked to improved student understanding in Geography. For

example, Goga and Roșu (2021) in Romania conducted a mixed-methods study involving 250 teachers and

students, finding that technology-based Geography lessons increased interactivity and helped students

understand complex concepts faster and retain information longer. Similarly, Kadhim (2020) in Iraq employed

questionnaires and classroom observations with 200 Geography teachers and reported that students performed

better when lessons integrated computers, projectors, and online resources.

However, effective technology integration largely depends on teachers’ competence. Competent teachers not

only operate technological tools but also align them with pedagogical objectives, facilitate inquiry-based

lacked the skills to integrate technology effectively. Similarly, Telore and Dametew (2021) in Ethiopia

highlighted that inadequate teacher competence limited students’ ability to understand complex geographical

processes, even when digital tools were available.

In the Tanzanian context, the government has made significant efforts to integrate technology into education.

In November 2022, Prime Minister Kassim Majaliwa launched the distribution of 293,400 tablets to teachers

and school quality assurance officers across the country to improve teaching and learning through Information

Communication Technology (Daily News, 6th Nov 2022). Despite this initiative, studies indicate that many

Tanzanian educators struggle with tablet utilization due to limited digital skills, a lack of relevant training, and

insufficient institutional support, such as inadequate internet connectivity, technical assistance, and access to

quality educational content (Prosper & Nderego, 2024). Furthermore studies by Elias (2023) and Ndume,

within Geography subject, which involves unique challenges due to the subject’s concepts. Without

understanding the level of teacher competence in applying technology effectively in Geography, there is a risk

that the distribution of tablets and other digital tools may not translate into improved student learning

outcomes. Inconsistent or ineffective technology use could lead to continued reliance on traditional teaching

methods, limiting student engagement, comprehension, and achievement in Geography. This gap highlights the

need to investigate teachers’ competence in integrating technology specifically for Geography instruction, to

ensure that technology initiatives fulfill their intended educational objectives

The study was guided by Connectivism Learning theory, which according to Goldie (2016) is a pivotal

framework in modern education. It was therefore, particularly relevant to the study on the effects of mobile

that successful learning occurs when people are connected with resources using digital networks and

technology rather than the physical interaction of teachers and learners. Generally, the theory insists on the use

of digital technology in solving learning problems in order to deepen the understanding of the learnt subject

matter.

factor in enabling students to connect classroom content with real-world phenomena. For instance, using tools

such as Google Earth or GIS applications allows students to visualize spatial relationships and global patterns,

aligning with connectivism’s emphasis on linking knowledge across networks. Furthermore, teachers who are

technologically competent can encourage collaborative learning through digital platforms, allowing students to

share ideas, analyze data collectively, and engage in problem-solving beyond physical classroom constraints

(Dede, 2007).

Thus, connectivism provides a strong theoretical basis for this study by explaining how technology can

and data analysis techniques used in the study. The section also highlights the ethical considerations observed

during the research process.

The study employed a mixed methods research approach, combining both qualitative and quantitative elements

student achievement in Geography. This approach allowed the study to capture both measurable patterns and

in-depth insights into teaching practices, classroom dynamics, and learning outcomes. In-terms of research

design a concurrent design was adopted, which enabled the simultaneous collection and analysis of qualitative

competence on technology integration in Geography instruction, as it allowed for triangulation of findings,

student engagement, understanding, and academic achievement. The study focused on teachers with varying

levels of experience and technological proficiency to capture a diverse range of perspectives. This allowed for

a comprehensive understanding of the current status of technology integration in Geography instruction and its

potential impact on learning outcomes.

To ensure comprehensive data collection, the study employed three main methods: face-to-face interviews and

classroom observation. This combination allowed for triangulation, enhancing the reliability and depth of the

findings. Face-to-face interviews were conducted with Geography teachers to explore their competence in

integrating technology into lesson delivery. The face-to-face formats allowed the researcher to observe non-

verbal cues, clarify responses in real-time, and build connection with participants.

The data collected from the field were analyzed using thematic analysis, which enabled the identification,

examination, and interpretation of patterns and themes relevant to the study objectives. This method was

particularly suitable for exploring teachers’ competence in integrating technology and its effects on student

achievement in Geography.

The analysis process began with a thorough review of all data collection forms, including interview transcripts,

observation notes, and questionnaire responses, to gain familiarity and ensure accurate understanding of the

content. This was followed by systematic coding, where meaningful segments of data were labeled according

to their relevance to the research questions.

For clarity and organization, the four targeted schools were assigned codes: School A (SA), School B (SB),

School C (SC), and School D (SD). From each school, two teachers were selected and coded as follows: T1

supplementary tool but as an integral part of their teaching strategies to simplify complex geographical

concepts.

Ultimately, this operational competence reflects a deeper mastery of technology integration, where digital tools

become an integral part of pedagogy rather than supplementary aids.

Similarly, in School D, the use of PowerPoint with basic animations was noted during a lesson on tectonic

processes. Simple visual effects, such as moving arrows and diagrams, assisted students in grasping the

dynamics of plate movement more effectively than traditional chalkboard explanations alone.

Overall, the findings indicate that teachers with moderate competence can effectively use basic digital tools to

improve lesson clarity and student comprehension. However, their limited exposure to advanced applications,

such as GIS and interactive mapping platforms, restricts their ability to fully harness the potential of

technology in teaching Geography.

The study also revealed that teachers with moderate competence were generally able to deliver lessons

effectively using basic technological tools, yet they tended to avoid more advanced applications.

I use projectors and short videos quite often because they make my teaching easier, and students enjoy them.

But when it comes to tools like Google Earth or GIS, I hesitate because I am not confident. I prefer sticking to

what I know works best.

within their comfort zone but are hesitant to experiment with advanced tools due to limited skills and fear of

making mistakes in front of students. Classroom observations confirmed that these teachers relied primarily on

projectors, PowerPoint slides, and short educational videos to enhance lesson delivery, while avoiding more

interactive or complex platforms.

Overall, teachers with moderate competence occupy a middle ground: they improve lesson clarity and student

engagement through basic technology, yet lack the innovation and independent integration demonstrated by

difficulty in applying technology meaningfully in lesson planning and delivery.

The study revealed that teachers with low competence primarily relied on traditional teaching methods and

often avoided using technology due to limited skills and fear of disrupting lessons. Teacher T6 from School C

admitted:

I rarely use computers or projectors in my lessons. I feel more comfortable using the chalkboard and textbooks.

If I try to use technology and something goes wrong, it interrupts my teaching, so I avoid it.

Classroom observations confirmed that these teachers avoided technology integration tools altogether,

depending heavily on chalkboards, printed textbooks, and handwritten notes. They appeared hesitant to engage

with digital tools, largely because of limited skills, fear of technical failure, and lack of confidence.

Students were largely passive, listening and copying notes rather than engaging in discussions, analyzing

digital visuals, or exploring interactive content. In contrast, in classrooms where technology was effectively

integrated, students asked more questions and demonstrated higher levels of curiosity.

These findings suggest that low teacher competence not only restricts the use of technology but also reduces

student engagement and limits opportunities to understand complex geographical concepts. Without targeted

training and support, such practices may continue to hinder student learning outcomes and widen the gap

between classrooms with highly competent and less competent teachers.

The study revealed that teachers with low competence often relied heavily on traditional teaching methods,

avoiding the use of digital tools due to limited skills and confidence. A teacher from School C explained:

For most of my Geography lessons, I rely on the chalkboard and sometimes maps from the textbook. I know

Classroom observations supported this view, showing that lessons were predominantly teacher-centered, with

students mostly copying notes and limited opportunities for interactive engagement. This reliance on

The study revealed that teachers with low competence were significantly affected by both personal and

infrastructural barriers. Teacher T8 from School D explained:

I have not received much training on how to use digital tools for teaching. Even if I wanted to try, the

computers are few and the internet connection is unreliable. Because of this, I just continue with the methods I

already know.

This response highlights that low competence is not solely a matter of individual skill but also reflects

systemic challenges, including inadequate professional development and limited access to reliable digital

restricting students’ ability to visualize complex geographical concepts and reducing opportunities for

interactive learning.

instruction significantly affects classroom practices and student learning outcomes. Analysis showed that

competence occurred at three distinct levels: high, moderate, and low, each with different implications for

teaching effectiveness.

Teachers classified as highly competent (e.g., T2 from School A, T4 from School B, and T7 from School D)

demonstrated advanced technical and pedagogical skills. These teachers designed lessons that promoted

inquiry-based learning and critical thinking, enabling students to visualize complex processes such as volcanic

eruptions, population distribution, and urbanization. Observations confirmed that these classrooms were highly

interactive, with students actively engaging with digital content, asking questions, and demonstrating curiosity.

This finding is consistent with Doering, Koseoglu, Scharber, Henrickson, and Lanegran (2014), who argue that

high-level competence allows teachers not just to use technology but to transform learning experiences. This

addresses a gap in the literature where the precise mechanisms by which competence affects lesson

interactivity and student engagement were not fully explored.

comfortable using basic tools such as PowerPoint, projectors, and short educational videos. They could

structure and deliver content effectively, and their use of visual resources improved understanding, however,

these teachers tended to avoid advanced technology, including GIS and Google Earth, and often sought

technical support when challenges arose. This cautious integration reflects findings from Mensah, Poku, and

Quashigah (2022) in Ghana, which reported that while teachers often had strong content knowledge,

technological competence varied. The current study adds a piece by showing that moderate competence

enables basic improvement in lesson delivery but limits interactive and student-centered learning, suggesting

that targeted professional development could help teachers transition to higher competence levels.

Teachers with low competence (e.g., T6 from School C and T8 from School D) faced significant challenges

technology use. However, the current study extends this literature by linking low competence directly to

classroom dynamics, showing how inadequate skills translate into less interactive teaching, reduced student

engagement, and limited opportunities to visualize complex geographical processes.

high, moderate, and low levels. Highly competent teachers effectively use multiple digital tools, including

PowerPoint, videos, and GIS applications, enhancing lesson delivery, visualization of complex concepts, and

student engagement. Teachers with moderate competence rely on basic tools and avoid advanced applications,

while those with low competence primarily depend on traditional methods due to limited skills and inadequate

training. These findings imply that teacher competence is crucial for successful technology integration and

digital resources, and strengthening infrastructural support are critical to enabling teachers to harness

technology effectively. Enhancing teacher competence has far-reaching implications for improving lesson

quality, fostering student engagement, and ultimately elevating academic achievement in Geography

Based on the findings of this study, it is recommended that the Ministry of Education, school authorities, and

relevant stakeholders prioritize continuous professional development for Geography teachers to enhance their

competence in integrating technology. Training programs should focus not only on basic tools such as

PowerPoint and projectors but also on advanced applications like GIS, Google Earth, and interactive mapping

platforms, which were underutilized by teachers with moderate or low competence.