Factors for Teachers’ Low Use of ICT in Secondary Schools in Tanzania

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue III, March 2019 | ISSN 2454–6186

Factors for Teachers’ Low Use of ICT in Secondary Schools in Tanzania

Shima Dawson Banele
The Open University of Tanzania, Faculty of Education, P.O. Box 23409, Dar es Salaam, Tanzania

Abstract: – ICT in education shifted classroom activities from traditional to technological mediated teaching and learning paradox. There are need to understand factors abided to teachers only on low use of ICT in secondary schools classroom teaching and learning activities. Purpose of the study dwelled to influence stakeholders on current ICT devices available in schools and teachers’ influencing factors replicated to low use of technologies so that to step in Tanzania secondary schools. Descriptive cross sectional survey research design bedded into ethnographic methods allowed narrative nature of teachers’ norms and attitudes to emerge. 50 teachers, 12 heads of schools and 12 secondary schools from Kibaha district were selected using simple stratified and purposive procedures. Data was collected using structured checklist observations and Focus Group Discussion techniques. Reliability of the data collection instruments was determined by split-half method. Collected data was analyzed using descriptive statistics; however the study findings had implication on use of ICT in secondary classroom.

Key Words: ICT, teaching and learning, cognitive, perception, classroom.

I. INTRODUCTION

Several educational issues in Tanzania justified the need for this paper; ICTs for education had been perceived as potentially deterrent to smooth teaching and learning; Tanzania through National ICT Policy (URT, 2003) proclaimed on the role of ICT and new opportunities it offered to improve education delivering and quality (URT, 2003). Despite of being crucial in teaching and learning, its uses are largely neglected by secondary school teachers resulted the Tanzania government through Ministry of Education and Vocational Training (MoEVT) continued implementing various projects to enable acceptance and use of ICT in government teachers’ colleges, secondary and primary schools and its agencies (URT, 2007) to marginalized teachers potential characters in cognitive development, thereafter support performing differentiated instruction creating opportunities for collaboration, engage multiple intelligences for teaching and learning (Stoilescu, 2005) and shaping thought (Säljö, 1999).

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