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Adoption of ICT as a pedagogical tool in community secondary schools in Tanzania: Possibilities and Constraints

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Abstract

The paper explores possibilities and constraints for adopting Information Communication Technology (ICT) as a pedagogical tool among teachers and students in community secondary schools (CSSs). The study used five CSSs located in rural peripheral in Serengeti District. Simple random and purposive sampling procedures were used to select a sample of 210 respondents including 180 students and 30 teachers. Data were primarily collected through standardized questionnaire and structured interview. The results revealed several possibilities for ICT adoption in some of CSSs namely, presence of electricity; presence of ICT devices; presence of technical support and positive attitude toward ICT use. Furthermore, the results showed several constraints for ICT adoption including insufficient of ICT devices: lack of technical support and lack of ICT skills and knowledge. The study findings suggest that teachers and students have positive attitudes towards the technology use. They are passionate and ready to use ICTs in teaching and learning because since other schools have possible determinants for ICT adoption like electricity power and few ICT gadgets. The recommends the government to invest adequately in CSSs residing in rural areas to reduce the digital divides between schools and/or teachers and students in the use of ICT as a pedagogical tool.

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Fig. 1

Source: Adopted from Mishra & Koehler, 2006; Koehler et al., 2008

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Data availability

The data are available but can be requested from the authors.

Abbreviations

ICT:

Information communication technology

CSSs:

Community secondary schools

CSS1:

Community secondary school number one

CSS2:

Community secondary school number two

CSS3:

Community secondary school number three

CSS4:

Community secondary school number four

LCD:

Liquid–crystal display (LCD)

Teacher1:

First interviewed teacher

Teacher2:

Second interviewed teacher

Teacher3:

Third interviewed teacher

Teacher4:

Fourth interviewed teacher

TPD:

Teacher Professional Development

URT:

United Republic of Tanzania

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Acknowledgements

With gratitude, the authors acknowledge students, teachers, educational officers, and community secondary schools in Serengeti District for accepting and volunteering to support the study by being open and provided required data.

Funding

The study was funded by the authors.

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Authors and Affiliations

  1. Mzumbe University, Morogoro, Tanzania

    Mwema M. Warioba, Haruni Machumu, Koloe Kulunga & Leila Mtweve

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  1. Mwema M. Warioba
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  2. Haruni Machumu
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  3. Koloe Kulunga
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  4. Leila Mtweve
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Contributions

First and second authors developed the idea, designed the study and did the analysis. First author collected the data. Second author contributed on designing data analysis tools, approved accuracy of data analysis and assisted on data presentation. Under the guidance of second author, first, third and fourth authors wrote and read the paper attaining specific requirements. The authors read and approved the final manuscript.

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Correspondence to Haruni Machumu.

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Warioba, M.M., Machumu, H., Kulunga, K. et al. Adoption of ICT as a pedagogical tool in community secondary schools in Tanzania: Possibilities and Constraints. Educ Inf Technol 27, 2835–2858 (2022). https://doi.org/10.1007/s10639-021-10715-9

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