Empowering education through technology: Strategies for seamless integration in secondary schools, Tanzania

Abstract

The disparity between the availability of ICT infrastructure and its effective use in classrooms raises questions about whether existing strategies adequately address the challenges teachers face in integrating technology into teaching and learning. Thus, the purpose of the study was to explore supportive strategies for promoting the use of technology in the teaching and learning process so as to bridge the existing gap. To gain a thorough grasp of the phenomenon being studied, the study employed a qualitative research approach and a case study design. A sample of forty-four (44) participants from four secondary schools was formed through the purposeful sampling of four (4) heads of schools, twenty (20) teachers, and twenty (20) students. Focus groups, observations, and interviews were the methods used to collect data. The obtained data were analysed using thematic analysis technique. The six steps that Braun and Clarke (2022) created served as the basis for the theme analysis. The results showed that teachers should be supported with ICT resources, computer literacy programs, teachers’ motivation, technical and administrative support in order to promote technology integration in the teaching and learning process. The study recommends government and schools to provide encouragement, clear guidance, and incentives for teachers to adopt and integrate technology in instructional practices.