Investigating Teachers’ Use of Information and Communication Technology (ICT) in Teaching and Learning at Kisesa Secondary School in Mwanza, Tanzania

Abstract

This study investigated teachers’ use of information and communication technology (ICT) in teaching and learning at Kisesa Secondary School in Mwanza, Tanzania. ICTs are crucial for improving teaching and learning in secondary schools, yet challenges such as inadequate infrastructure, limited technical support, and insufficient ICT skills among teachers continue to hinder their effective integration into classroom activities. The study was guided by the SAMR model by Puentedura (2013) and the technological acceptance model (TAM) by Davis et al. (1989) to explain the adoption and effective use of ICT in education. The study used a mixed-methods approach to examine teachers’ use of ICT in teaching and learning in a Tanzanian secondary school, specifically Kisesa Secondary School. Data were collected mainly through a questionnaire and FGDs, supplemented by key informants. Quantitative data from the questionnaire were analyzed using the Statistical Package for the Social Sciences (SPSS) and presented as percentages, while qualitative data were processed using a word processor and presented as concepts, quotes, and themes. The results showed that ICT facilitates teaching and learning, improves communication among teachers in secondary schools, fosters innovation and active learning, widens access to educational resources, enhances learners’ understanding, facilitates collaborative work, and improves learners’ engagement in the lesson. Therefore, the study recommends that the government identify priorities and commit resources to improving ICT infrastructure, providing technical support, and equipping teachers with effective ICT skills and knowledge for teaching and learning.