Assessment of ICT Competencies Among Primary School Teachers for Teaching and Learning in Ileje District, Songwe Region: A Literature review

Abstract

This study examines the integration of information and communication technology (ICT) in primary education, focusing on teacher competencies, infrastructure, and pedagogical practices. It highlights global and national frameworks such as UNESCO’s ICT Competency Framework for Teachers and the European DigCompEdu, which outline progressive stages from basic ICT skills to advanced pedagogical integration and innovation. The research identifies persistent challenges in sub-Saharan Africa, including limited access to electricity, inadequate hardware and software resources, and gaps in continuous professional development. Evidence from Tanzanian contexts, particularly Ileje District, reveals that while basic ICT operational skills are commonly acquired, application of ICT-pedagogical competencies remains limited due to infrastructural constraints, insufficient institutional support, and fragmented training approaches. Innovative teaching strategies like project-based and blended learning are discussed as effective methods for embedding technology into curriculum delivery, contingent on teacher preparedness and resource availability. Assessment frameworks based on international standards provide tools for measuring ICT competence and integration effectiveness, linking teacher skills to improved educational quality and student outcomes. The findings emphasize the importance of leadership, infrastructure, and sustained professional development in advancing ICT use in classrooms. Future directions include promoting collaborative professional networks, ensuring equitable access to technology, and embedding ICT skill development within authentic teaching scenarios to enhance instructional practices and learner engagement.