Exploring integration of information and communication technology in teaching and learning in Tanzanian higher education

Abstract

The growth and global spread of ICT is increasing and influences the reform and transformation of the education system. Recent research argues that the provision of access to better education for all has brought about a meaningful change, with ICT serving as a dynamic tool in teaching and learning. Consequently, many educational institutions in Tanzania, are working to improve infrastructure and teacher-training to effectively utilise ICT in education. Unfortunately, despite the integration of ICT into the Tanzanian education system, higher education institutions still produce graduates who are unprepared for using ICT tools. This reveals a clear gap between teacher education policies and classroom realities. Therefore, this study explored the integration of ICT in higher education in Tanzania, to explore the perceptions of lecturers and pre-service teachers. Again, this study explored the challenges encounter the lectures and pre-service teachers in executing ICT in teaching and learning. On the same point, this study explored the involvement of policy in supporting ICT in higher education in Tanzania. As a result, the research findings reveal that inadequate knowledge of ICT by pre-service teachers acts as an obstacle to using ICT effectively. Another ineffective integration of ICTs evident in Tanzania is deeply rooted in the poor infrastructure in the university environment. Furthermore, ICT policy seems to insufficiently promote ICT integration; instead, it mainly establishes initiatives and observes their complementarity. Lastly, the research recommends investing in developing ICT infrastructure, capacity building and digital literacy enhancement to pre-service teachers, reviewing and strengthening ICT policy implementation, enhancing ICT support during teaching practice, and fostering public-private partnerships.