Digital Skills and Learning in Tanzania Secondary Schools: Students and Teachers’ Influence

Abstract

This study investigated the use of digital skills in enhancing learning among teachers and students in Tanzania secondary schools. The study used a sequential exploratory design to collect data through a semi-structured interview and questionnaire techniques. 85 participants including school leaders, students and teachers informed the study. Quantitative data were subject to descriptive statistics and presented using graphs, percentages and frequency tables while thematic analysis informed qualitative data and was presented in excerpts. The study revealed that teachers' and students’ digital skills such as basic computer skills, internet skills, technical skills and collaborative skills influence the teaching and learning process in secondary schools. Further, the study reveals that digital infrastructure, availability of internet, professional development, electricity, technical support, readiness, awareness, overcrowded classrooms and socio-economic conditions are factors central to enabling and/or impeding effective use of digital skills in secondary schools. Based on the findings, the study concludes that teachers and students possess and use basic digital skills for teaching and learning. However, the study calls for education stakeholders to continue to put in place enabling digital learning environments that strengthen the integration and use of technology for teaching and learning in secondary schools. As such, the study offers some theoretical and practical insights for all education stakeholders on effective and sustainable ways of integrating digital technologies in pedagogical arrangements and broader education endeavours.