Teachers’ attitudes towards the use of Information Communication Technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The case of Kondoa district

Abstract

This paper presents the findings on teachers’ attitudes towards the use of ICT as a pedagogical tool in secondary schools in Tanzania. Within this broad aim, the paper provides a better understanding of ICT as a pedagogical tool. The development of this study was influenced by various concerns of educational stakeholders about the level of teachers’ competence on the use of ICT as a pedagogical tool. The data collection methods involved questionnaire and interview. A total of 80 teachers, through random sampling in 10 schools were involved in this study at the first phase of data collection and 10 teachers were obtained through purposive sampling from 2 schools at the second phase. It was found that teachers have positive attitudes towards the use of ICT as a pedagogical tool but they did not integrate it in their teaching effectively. Also, low familiarity with ICT use as a pedagogical tool among teachers was found to be a problem. The use of ICT as a pedagogical tool in Tanzania seems to be a critical situation among teachers. The paper recommends further in-depth investigation on teachers’ willingness, confidence, motivation, feeling, thinking, belief and the actual practices through classroom observations including larger samples. On the whole, the study’s findings are seen to be of particular relevance to both teachers and the educational policy-makers in Tanzania.

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