Impact of Digital Technologies in Teaching and Learning: An Experience from Mvomero District Primary School Teachers in Morogoro, Tanzania

Abstract

The integration of digital technology in education has transformed teaching and learning by enhancing instructional delivery, expanding access to educational resources, and promoting learner engagement. Despite these benefits, many primary schools in Tanzania still face challenges in adopting and effectively using digital technologies. This study aims to examine the impact of digital technology on teaching and learning among primary school teachers in Mvomero District, Morogoro Region, Tanzania. Specifically, the study seeks to assess the availability and use of digital technologies in primary schools, evaluate their impact on teaching effectiveness and pupils’ learning outcomes, and identify the challenges affecting their implementation. The study will employ a mixed-methods research approach using a descriptive research design. The target population will consist of primary school teachers, head teachers, Ward Education Officers (WEOs), and the District Education Officer (DEO). A sample of 100 respondents will be selected using simple random sampling for teachers and purposive sampling for key informants. Data will be collected through questionnaires, interviews, and document review. Quantitative data will be analyzed using descriptive statistics such as frequencies, percentages, tables, and charts, while qualitative data will be analyzed through thematic analysis. The findings of this study are expected to provide valuable insights into how digital technology contributes to improving teaching and learning in primary schools. The study will also identify barriers to the effective integration of digital technologies and recommend practical strategies for policymakers, education administrators, schools, and other stakeholders to strengthen the use of digital technology in primary education in Tanzania.