Digital Technology Adoption in Public Secondary Schools in Tanzania: A Case of Handeni District

Ibrahim Mariam Rajabu; Mapalilo Frank George

doi:10.37284/eajass.8.2.3045

Ibrahim Mariam Rajabu Zhejiang Normal University
Mapalilo Frank George Zhejiang Normal University

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Résumé

This study investigates the challenges of adopting digital technology in Tanzania's Handeni District public secondary schools. The rapid advancement of technology has changed several sectors, including education. ICTs can improve teaching and learning by providing various materials, facilitating interactive learning, and increasing critical thinking. In developing countries like Tanzania, adopting digital education technology is challenging. This qualitative case study examines digital technology integration in the Handeni District, teachers' perceptions, adoption barriers, and possible solutions. The study used teacher reports, observations, and document review, whereby Tanzania's ICT policy for basic education, draft National digital education strategy 2024-2030, and ICT guidelines were analyzed. Triangulating data from these sources allowed the study to fully comprehend digital technology usage in Handeni District public secondary schools. The findings show that limited access to digital devices, poor digital competence among teachers and students, inadequate internet connectivity, and inconsistent classroom use of digital tools hinder digital technology adoption. The study recommends extensive teacher training, infrastructure improvements, measures to lower the cost and accessibility of digital devices and internet services, and stakeholder collaboration to improve digital technology integration in education. The study aims to improve educational outcomes and teach students modern digital skills by addressing these challenges

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