Access to, use and challenges of ICTs in secondary schools in Tanzania: a study of selected secondary schools in Morogoro Municipality

Andrew A Malekani

doi:10.4314/iijikm.v9i2.4

Abstract

This study was conducted to establish current status of ICTs in terms of access, use and challenges of ICTs in selected secondary schools in Morogoro municipality. The study was a cross section survey and used self administered questionnaires that were given to teachers and students in selected schools. This was supplemented by observations and secondary data review. 20 teachers and 60 students were involved in the study. The findings indicated that the status of ICTs is not good in secondary schools. Though students and teachers seem to be aware of ICTs, but the schools have no enough facilities for ICTs and the facilities available are not adequately utilized. Moreover, the teachers reported that they have no in-service training related to ICTs in teaching and learning. It was also reported that low band width (resulting into poor internet connectivity or slow speed), lack of standby power, and lack of a policy and training schedule hindered the utilization of ICTs in the selected schools. It is recommended that to effectively introduce and efficiently utilize these emerging technologies, remedies should be made to overcome the stated challenges.Keywords: ICTs, Improved learning, secondary schools, Morogoro

Highlights

Information and Communication Technologies (ICTs) refer to all technologies used to communicate, create, manage, access, gather, and distribute information (UNESCO, 2009)
It is apparent that ICTs can offer great opportunity for secondary schools in developing countries to improve teaching and learning processes in both aspects of content and pedagogy
It was in this base that the ministry of education and vocational training (MoEVT) decided to prioritize on ICT development and deployment in secondary schools and teacher education colleges (TCs) through a joint venture between MoEVT and the Swedish International Development Agency (SIDA)

Summary

Introduction

Information and Communication Technologies (ICTs) refer to all technologies used to communicate, create, manage, access, gather, and distribute information (UNESCO, 2009). Application of Information and Communication Technologies can help both teachers and students improve teaching and learning at school. Information and Communication Technology in educational context refers to a set of combined technologies that enable information processing and its transmission for the purposes of teaching, learning and educational developments (Karsenti et al, 2009). The ICT on their own will bring about improvement in educational quality but when we change our mindsets to use them reflectively and strategically, teaching and learning processes can be deepened (Toure, 2008).

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