Enhancing Curriculum Implementation in Teacher Training Colleges through Information and Communication Technology Integration: A Study in Northern Zone, Tanzania

Abstract

This study investigated the impact of Information Communication and Technology (ICT) integration on curriculum implementation in teacher training colleges within the northern zone, Tanzania. The objectives assessed were the degree of ICT integration and comprehending its influence on curriculum implementation. Following the technology acceptance model, the research employed a mixed methods approach, encompassing both qualitative and quantitative methodologies. A convergent design was adopted suitable for collecting qualitative and quantitative data. The target group included tutors and teacher trainees from four colleges, with a sample of 164 respondents chosen via probability and non-probability sampling methods. Data gathering involved questionnaires and interviews. Validity was fortified through expert inputs, while reliability employed the split half method. Qualitative data underwent thematic analysis. The findings revealed a considerable integration of ICT in the curriculum implementation process across teacher training colleges. The application of ICT was evident in multiple facets of curriculum implementation including resource selection, lesson planning, presentation, examination setup, and students’ records. Its integration was perceived as simplifying teaching, alleviating workload, and enhancing enjoyment, while providing access to diverse learning materials, thereby elevating student engagement and motivation. Furthermore, ICT integration fostered greater teaching commitment among tutors. The study concluded that effective ICT implementation in teacher training colleges significantly impacted on curriculum implementation. Recommendations entailed prioritizing and supporting ICT integration through adequate facilities, internet access, and fostering tutor ICT literacy. Active promotion of ICT adoption in teaching practices was encouraged among tutors and college principals.