Evaluating the impact of information and communication technology (ICT) integration on teaching and learning in Mufindi district secondary schools: Common aspects, available resources, achievements, and challenges

Titus Tossy

doi:10.51867/scimundi.6.1.18

Autores

Titus Tossy Mzumbe University, Tanzania https://orcid.org/0000-0001-8162-4656

DOI:

https://doi.org/10.51867/scimundi.6.1.18

Palavras-chave:

ICT integration, Mufindi District, Secondary Schools, Tanzania, Teaching and Learning

Resumo

The purpose of this paper was to evaluate the impact of Information and Communication Technology (ICT) integration in teaching and learning in Mufindi District secondary schools, focusing on the common aspects, available resources, achievements, and challenges. While the government promotes the integration of ICT into education, there has been no clear documentation of its success over the years. The study was guided by the goal-setting theory (GST) and constructivism learning theory (CLT). A qualitative approach was employed in this study, using in-depth interviews, focus group discussions, observations, and documentary analysis as methods of data collection, with a sample of 163 respondents drawn from Tanzania, specifically Mufindi District in the southern part of Tanzania. A study was conducted in ten (10) schools in Mufindi District: five (5) government and five (5) private schools. Content analysis was used to analyse data collected in this study. Results showed that the level of ICT integration in teaching and learning in secondary schools was low due to a lack of supporting resources, limited ICT knowledge and skills among teachers, poor management support, and a lack of motivation. The result of this study has a direct impact on various education stakeholders, including policymakers, education managers, school owners, teachers, the government, and all education development partners. The aim is to raise awareness on the effectiveness of ICT integration in teaching and learning in secondary schools. The study suggests that appropriate actions should be undertaken by educational policymakers and other relevant personnel to address this issue in the school system.

Downloads

Não há dados estatísticos.

Referências

Adu, E. O., & Zondo, S. S. (2023). Perceptions of educators on ICT integration into the teaching and learning of economics. EUREKA: Social and Humanities, 7(1), 61-71. https://doi.org/10.21303/2504-5571.2023.002530

https://doi.org/10.21303/2504-5571.2023.002530 DOI: https://doi.org/10.21303/2504-5571.2023.002530

Alazam, A., Bakar, A., Hamzah, R., & Asmiran, S. (2012). Teachers' ICT skills and ICT integration in the classroom: The case of vocational and technical teachers in Malaysia. Creative Education, 3, 70-76. https://doi.org/10.4236/ce.2012.38B016. DOI: https://doi.org/10.4236/ce.2012.38B016

Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the COVID-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 1-16. https://doi.org/10.3390/educsci10090216 DOI: https://doi.org/10.3390/educsci10090216

Archer, L. (2023). Research methodology: A step-by-step guide for beginners (5th ed.). Journal of Latinos and Education, 22(1), 425-426. https://doi.org/10.1080/15348431.2019.1661251 DOI: https://doi.org/10.1080/15348431.2019.1661251

Asare, S., Emmanuel, M. K., Dankwah, E. A., & Eric, A.-M. (2023). ICT integration in teaching and learning: Perceptions and practices in the Ghanaian college of education. International Journal of Educational Technology and Learning, 14(2), 7-15.

https://doi.org/10.55217/101.v14i2.668 DOI: https://doi.org/10.55217/101.v14i2.668

Awuor, F., & Okono, E. (2022). ICT integration in learning of physics in secondary schools in Kenya: Systematic literature review. Open Journal of Social Sciences, 10, 421-461. https://doi.org/10.4236/jss.2022.109027. DOI: https://doi.org/10.4236/jss.2022.109027

bin Noordan, M., & Md. Yunus, M. (2022). The integration of ICT in improving reading comprehension skills: A systematic literature review. Creative Education, 13, 2051-2069. https://doi.org/10.4236/ce.2022.136127 DOI: https://doi.org/10.4236/ce.2022.136127

Binzaka, R., Okebukola, P., Shabani, J., & Byamungu, D. (2024). Outlines of the preparation and integration of ICT tools in educational institutions in the Democratic Republic of Congo context. Open Journal of Social Sciences, 12, 251-264. https://doi.org/10.4236/jss.2024.121016 DOI: https://doi.org/10.4236/jss.2024.121016

Chen, A. (2017). Addressing diversity on college campuses: Changing expectations and practices in instructional leadership. Higher Education Studies, 7(2), 17. https://doi.org/10.5539/hes.v7n2p17 DOI: https://doi.org/10.5539/hes.v7n2p17

Chow, P. (2015). Teachers' attitudes towards technology in the classroom. PKP Publishing Services Network.

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. https://doi.org/10.21890/ijres.23596 DOI: https://doi.org/10.21890/ijres.23596

Hennessy, S., Onguko, B., Harrison, D., Ang'ondi, E. K., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing the use of information and communication technology to enhance teaching and learning in East African schools: Review of the literature. Centre for Commonwealth Education & Aga Khan University.

Jones, M. A. (2003). The use and abuse of PowerPoint in teaching and learning in the life sciences: A personal overview. Bioscience Education, 2(1), 1-13. https://doi.org/10.3108/beej.2003.02000004 DOI: https://doi.org/10.3108/beej.2003.02000004

Kamaruddin, K., Abdullah, C. A. C., Idris, M. N., & Nawi, M. N. M. (2017). Teachers' level of ICT integration in teaching and learning: A survey in Malaysian private preschool. AIP Conference Proceedings, 1891. https://doi.org/10.1063/1.5005408 DOI: https://doi.org/10.1063/1.5005408

Karunakaran, S., & Dhanawardana, R. (2023). Integration of ICT in the teaching-learning process: Challenges and issues faced by social science teachers. European Journal of Education and Pedagogy, 4(4), 24-30. https://doi.org/10.24018/ejedu.2023.4.4.696 DOI: https://doi.org/10.24018/ejedu.2023.4.4.696

Komba, M. M. (2023). Exploring ICT integration in teaching practices at Vikenge Primary School in Tanzania: Challenges and opportunities. African Journal of Empirical Research, 4(2), 1370-1374. https://doi.org/10.51867/ajernet.4.2.138 DOI: https://doi.org/10.51867/ajernet.4.2.138

Lari, S. F. (2014). The impact of using PowerPoint presentations on students' learning and motivation in secondary schools. Procedia - Social and Behavioral Sciences, 98(3), 1672-1677. https://doi.org/10.1016/j.sbspro.2014.03.592 DOI: https://doi.org/10.1016/j.sbspro.2014.03.592

Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance, 3(2), 157-189.

https://doi.org/10.1016/0030-5073(68)90004-4 DOI: https://doi.org/10.1016/0030-5073(68)90004-4

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Prentice Hall.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705 DOI: https://doi.org/10.1037/0003-066X.57.9.705

Lomo, D. A., Abonyi, U. K., & Ahwireng, D. (2025). Headteachers' support and challenges toward ICT integration into teaching and learning in Ghanaian basic schools. Leadership and Policy in Schools, 24(2), 330-345. https://doi.org/10.1080/15700763.2024.2317300 DOI: https://doi.org/10.1080/15700763.2024.2317300

Machumu, H., Rabiel, A., & Almasi, M. (2018). ICT as a pedagogical tool in secondary schools teaching and learning: Policy and practices interplays. EdMedia + Innovative Learning, 1827-1832.

Malekani, A. A. (2018). Access to use and challenges of ICTs in secondary schools in Tanzania. Journal of Information and Knowledge Management, 9(2), 44-57. https://doi.org/10.4314/iijikm.v9i2.4 DOI: https://doi.org/10.4314/iijikm.v9i2.4

Masue, S. O. (2010). Empowerment and effectiveness of school committees in Tanzania (Master's dissertation). University of Bergen.

Mikre, F. (2011). The roles of information communication technologies in education. Ethiopian Journal of Education and Sciences, 6(2), 109-126.

Mohajan, H. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48. https://doi.org/10.26458/jedep.v7i1.571 DOI: https://doi.org/10.26458/jedep.v7i1.571

Mohd, R. F., Zulkifli, H., Hamzah, M. I., & Tamuri, A. H. (2024). Systematic literature review of ICT integration in teaching and learning. TEM Journal, 13(4), 3146-3159. https://doi.org/10.18421/TEM134-49 DOI: https://doi.org/10.18421/TEM134-49

Momčilović, M., & Ninković, S. (2024). Predictors of ICT integration in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 12(2), 407-417. https://doi.org/10.23947/2334-8496-2024-12-2-407-417 DOI: https://doi.org/10.23947/2334-8496-2024-12-2-407-417

Mwalongo, A. I. (2018). Teachers' perceptions about ICT use. International Journal of Education and Development Using ICT, 7(3), 36-49.

Ndibalema, P. (2014). Teachers' attitudes towards ICT use. International Journal of Education and Research, 2(2), 1-16.

Negou, E., Nkenganyi Fonkem, M., Suh Abenwi, J., & Ibrahima. (2023). Qualitative research methodology in social sciences. International Journal of Scientific Research and Management, 11(9), 1431-1445. https://doi.org/10.18535/ijsrm/v11i09.sh01 DOI: https://doi.org/10.18535/ijsrm/v11i09.sh01

Ngeze, L. V. (2017). ICT integration in Tanzania secondary schools. International Journal of Information and Education Technology, 7(6), 424-427. https://doi.org/10.18178/ijiet.2017.7.6.905 DOI: https://doi.org/10.18178/ijiet.2017.7.6.905

Ngodu, A., Ndibalema, P. M., & William, F. (2024). Context-relevant strategies for ICT integration. Educational Technology Quarterly, 2024(1), 20-37. https://doi.org/10.55056/etq.704 DOI: https://doi.org/10.55056/etq.704

Peffers, K., Tuunanen, T., Rothenberger, M. A., & Chatterjee, S. (2007). A design science research methodology. Journal of Management Information Systems, 24(3), 45-77. https://doi.org/10.2753/MIS0742-1222240302 DOI: https://doi.org/10.2753/MIS0742-1222240302

Peñaflorida, L. M. (2025). Enhancing pedagogical competence and ICT integration: An evaluation of teaching-learning practices of home economics educators in state universities and colleges of Western Visayas. International Journal on Culture, History, and Religion, 7(SI2), 605-623. https://doi.org/10.63931/ijchr.v7iSI2.231 DOI: https://doi.org/10.63931/ijchr.v7iSI2.231

Roblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online school programs. Phi Delta Kappan, 88(1), 30-35. https://doi.org/10.1177/003172170608800107 DOI: https://doi.org/10.1177/003172170608800107

Sarueda, S. M., Benolirao, E., & Ramos, A. (2025). Teachers' lived experiences with ICT integration in teaching and learning: A case study. Psychology and Education: A Multidisciplinary Journal, 40(9), 1160-1165. https://doi.org/10.70838/pemj.400902 DOI: https://doi.org/10.70838/pemj.400902

Sefton-Green, J. (2015). Representing learning lives: What does it mean to map learning journeys? International Journal of Educational Research, 84, 111-118. https://doi.org/10.1016/j.ijer.2016.05.003 DOI: https://doi.org/10.1016/j.ijer.2016.05.003

Sharma, A., Gandhar, K., & Sharma, S. (2011). Role of ICT in the process of teaching and learning. Journal of Education and Practice, 2(5), 1-6.

Shu'aibu, B., Bappah, A. S., Sukri, M., & Saud, B. (2013). Modelling ICT integration in teaching and learning of technical education. Journal of Social Sciences, 9(2), 81-88. https://doi.org/10.3844/jsssp.2013.81.88 DOI: https://doi.org/10.3844/jssp.2013.81.88

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039 DOI: https://doi.org/10.1016/j.jbusres.2019.07.039

Toma, F., Ardelean, A., Grădinaru, C., Nedelea, A., & Diaconu, D. C. (2023). Effects of ICT integration in teaching using learning activities. Sustainability, 15(8). https://doi.org/10.3390/su15086885 DOI: https://doi.org/10.3390/su15086885

Tondeur, J., Van Keer, H., Van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-223. https://doi.org/10.1016/j.compedu.2007.05.003 DOI: https://doi.org/10.1016/j.compedu.2007.05.003

UNESCO. (2014). Education strategy 2014-2021. UNESCO.

United Republic of Tanzania (URT). (2007). Information and communication technology (ICT) policy for basic education. Ministry of Education and Vocational Training.

United Republic of Tanzania (URT). (2008). Millennium development goals report: Mid-way evaluation 2000-2008.

United Republic of Tanzania (URT). (2008). The development of education: National report. Ministry of Education and Vocational Training.

United Republic of Tanzania (URT). (2023). Information and communication technology (ICT) policy for basic education. Ministry of Education and Vocational Training.

United Republic of Tanzania (URT). (2024). National digital education strategy. Ministry of Education and Vocational Training.

United Republic of Tanzania. (2002a). Education and training policy 1995. United Republic of Tanzania.

United Republic of Tanzania. (2002b). Tanzania development vision 2025. United Republic of Tanzania.

United Republic of Tanzania. (2003a). National information and communication technologies policy. Ministry of Communications and Transport.

United Republic of Tanzania. (2003b). Secondary education development plan (SEDP) 2004-2009. United Republic of Tanzania.

United Republic of Tanzania. (2006). Primary education development plan II (PEDP) 2007-2011. United Republic of Tanzania.

Vesudevan, M. (2021). Teachers' perception about factors influencing ICT integration in teaching and learning and students' interest in lessons. Muallim Journal of Social Science and Humanities, 28-40. https://doi.org/10.33306/mjssh/119 DOI: https://doi.org/10.33306/mjssh/119

Woolfolk, A. E. (1993). Educational psychology. Allyn & Bacon.

Yuen, A. H. K., Law, N., & Wong, K. C. (2003). ICT implementation and school leadership: Case studies of ICT integration in teaching and learning. Journal of Educational Administration, 41(2), 158-170. https://doi.org/10.1108/09578230310464666 DOI: https://doi.org/10.1108/09578230310464666

Zyad, H. (2016). Integrating computers in the classroom: Barriers and teachers' attitudes. International Journal of Instruction, 9(1), 65-78. https://doi.org/10.12973/iji.2016.916a DOI: https://doi.org/10.12973/iji.2016.916a