Awareness of Using Tablets as Potential Assistive Pedagogical Tool among Primary School Teachers in Nachingwea District

Abstract

This study investigated the awareness of using tablets as Potential assistive pedagogical tools among primary school teachers. The Technological Pedagogical and Content Knowledge (TPACK) model was adopted to show the process of professional development for teachers as a consequence of technology implementation in classrooms. Triangulation design with concurrent orientation was used that enables data collection, interpretation and analysis using quantitative and qualitative approaches at a single phenomenon and same time. Data collection tools included closed-ended questionnaires and an interview guide. Descriptive statistics and thematic analysis were used to analyse data. The findings revealed that all the respondents were familiar with the use of tablets, but they differed in terms of knowledge and skills of how to change the devices in facilitating the teaching processes where there are those with high awareness, medium awareness and low awareness. The study recommends that the government should provide in-service training in ICT to build teachers’ ability to use tablets as assistive pedagogical tools. The findings of the study bear significant practical implications for a broad range of stakeholders, including learners, teachers, educators, policymakers, mobile companies, industry professionals, researchers, NGOs, and society at large. The results aid educational stakeholders, and policymakers in making informed decisions about increasing the provision of modern ICT tools to teachers