Challenges to Effective ICT Implementation in Primary Education Development Projects in Tanzania: A Case Study of Songea District

Abstract

The implementation of Information and
Communication Technology (ICT) in education
is essential for improving learning outcomes
and addressing educational inequalities,
particularly in rural Tanzania. Despite various
ICT initiatives in primary education, effective
implementation remains challenging. This study
examines factors hindering ICT implementation
in Tanzania's primary education, with a focus
on Songea District. Guided by objectives
assessing ICT skills, infrastructure adequacy,
and necessary implementation procedures, a
case study design and mixed-methods approach
were utilized. Data were collected from district
education officers, teachers, and students
across five primary schools using structured
questionnaires and interviews. Analysis
included descriptive statistics for quantitative
data and thematic analysis for qualitative
insights. Findings revealed barriers such as
inadequate ICT skills, limited infrastructure
(computers, internet), and poorly defined ICT
procedures. Recommendations include policy
enhancements, training programs,
infrastructure development, and clearer ICT
guidelines to support effective ICT use in
classrooms, promoting success in Tanzania's
educational development projects.