The Influences of Information and Communication Technology on Teaching and Learning in Public Secondary Schools in Bagamoyo District, Tanzania

Abstract

The study examined the impact of information and communication technology (ICT) on teaching and learning in public secondary schools in Bagamoyo District, Tanzania. The study took place in Bagamoyo District, involving seven secondary schools. Three specific objectives guided the study: examining the context of ICT policy integration in the teaching process, exploring teachers' perspectives on ICT application in public secondary schools, and identifying challenges that hinder ICT use in teaching public secondary schools in Bagamoyo District. The study included 83 respondents from various levels, such as secondary school teachers, school academic officers, ward education officers, and district education officers. The study employed a mixed-methods research approach. Moreover, the study employed a convergent parallel design. The sampling strategies were purposive and simple random sampling. Data collection methods were questionnaires, semi-structured interviews, and documentary reviews. As a mixed-methods study, the researcher analysed quantitative data using descriptive statistics and subjected qualitative data to content analysis. The findings suggest that integrating ICT policy into teaching requires a thorough understanding of its use. It also revealed that teachers had positive perceptions regarding ICT policy integration teaching. The study highlighted the challenges affecting ICT integration in teaching: lack of ICT skills among teachers, ICT unsupportive infrastructures, and unstable power supply. Lastly, the study concluded that the perception of teachers in the ICT integration process is positive. It thus recommends that the government should ensure the availability of electrical power to support teaching using ICT. Also, the government should invest in teachers’ training, as most of them have little knowledge of ICT use.