Exploring ICT Integration in Teaching Practices at Vikenge Primary School in Tanzania: Challenges and Opportunities

Mercy Mlay Komba

doi:10.51867/ajernet.4.2.138

Authors

Mercy Mlay Komba
mmkomba@gmail.com
Mzumbe University, Morogoro, Tanzania https://orcid.org/0009-0005-6957-9334

Keywords:

Digital Learning Tools, Education Technology, ICT Challenges, ICT Integration, Primary Education

Abstract

This paper focuses on how Information and Communications Technology (ICT) has been implemented in Vikenge Primary School in Tanzania with a view of ascertaining the current practice, areas of concern and possibilities for change. The study adopted a case study research approach. Purposeful sample of 11 teachers was interviewed for a deeper understanding of ICT integration. Data was obtained through lesson observation and semi structured interviews. The thematic analysis method was used to analyze the data. Outcomes demonstrated that ICT use is almost negligible now as there are no computers, no internet connection, and lack of proper training of teachers. However, the participants recognized areas that needed improvement in the future, particularly in the utilization of ICT in the effectiveness of teaching and enhancement of the learner achievements. The study suggests enhanced support for ICT facilities and services, dependable Internet connection, increased professional development in teacher education, and consistent institutional backing. The research results are expected to be useful for stakeholders and VT with the focus on improving ICT implementation in Vikenge Primary School and other similar schools.

Dimensions

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