The paradox of ICT integration in secondary education in Tanzania: Assessment of teachers’ ICT knowledge and skills in Tanga and Mwanza regions

Author/s:

Kayombo, Joel Jonathan*
Beijing Normal University, China (kayombojoel@yahoo.co.uk)

Mlyakado, Budeba Petro
City University of Hong Kong, Hong Kong, China (mlyakado@yahoo.co.uk)

Abstract:

The purpose of this study was to assess the status of secondary school teachers’ knowledge and skills necessary for the implementation of the Information and Communications Technologies (ICTs) policy for basic education in Tanzania. In particular, the study examined Tanga Municipality and Mwanza region secondary school teachers’ ability to use computers (the basic ICT tool) for the professional practices; and solicited teachers’ opinions on the integration of ICT in secondary education. Self-administered questionnaires with closed-ended and open-ended questions were used to gather data from the respondents. The sample consisted of 26 schools; 11 schools drawn from Tanga Municipality and 15 drawn from Mwanza region. From 26 surveyed schools, a total of 124 respondents were recruited, both males and females. The study found several gaps which exist between the ICT policy and the real practice or implementation of ICT objectives in education such as limited teachers’ awareness and training in ICT integration, and electricity and ICT facilities supply in most schools. Education sector, in Tanzania, should strive to work shoulder to shoulder with other sectors in the country for the improvement of education in general and integration of ICT in teaching and learning processes.

Keywords: ICT policy; educational technology; basic education; professional practices; computers

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DOI: https://doi.org/10.5861/ijrset.2015.1299

*Corresponding Author