TEACHERS’ PEDAGOGICAL SKILLS AND STUDENTS’ ATTITUDES TOWARDS TECHNOLOGY-ENHANCED TEACHING AND LEARNING IN MOROGORO SECONDARY SCHOOLS, TANZANIA

Abstract

Technology provides pedagogically enhanced tools and facilities, allowing teachers to more effectively replace traditional methods of instruction. Technology in teaching and learning is essential for Tanzania's development. The Ministry of Education, Science, and Technology encourages technology-based learning in national curricula through a wide range of initiatives. This study examined teachers pedagogical skills and students' attitudes towards the use of technology to improve teaching and learning in Morogoro Municipal Secondary Schools. The study employed a survey design involving a sample of 140 municipal secondary school students and 40 teachers. The Statistical Package for Social Sciences (SPSS) was used for analysing descriptive statistics. The findings indicate that smart phones are the most widely used technologically advanced tool among teachers. While teachers use the internet to find instructional materials, LCD projectors for lesson delivery, and online platforms for flipped classrooms, the study found that the majority of them lack the technologically enhanced pedagogical skills needed to deliver lessons online, such as the use of digital technologies to promote inclusive education, the use of learning management systems (LMS), and the selection and use of appropriate software tools for instruction. The majority of respondents felt positive about technology-enhanced teaching and learning, despite concerns about bullying when using social media for learning purposes. Based on these findings, the study suggests teacher training programmes to enable successful technology-enhanced teaching and learning. The study also suggests that school administrators adopt safety measures and educate students on how to protect themselves when engaging in online learning platforms.