The integration of Information and Communication Technology (ICT) in secondary schools in Tanzania has seen some progress, but significant challenges remain. Various studies and reports provide insights into the current state of ICT education in Tanzanian secondary schools.
A study conducted by the Tanzania Institute of Accountancy found that while ICT can facilitate teaching and learning, improve access to educational resources, and enhance student engagement, the overall use of ICT in secondary schools is limited. Critical challenges include poor ICT infrastructure, lack of ICT skills among teachers, inadequate technical support, and insufficient teacher training programs (Africa Accounting Journal) (IJIE&T).
Another study revealed that although many secondary school teachers possess ICT devices like laptops and smartphones, which indicates readiness to incorporate ICT in their teaching, the actual implementation is hampered by the lack of necessary infrastructure. The student-to-computer ratio is high, meaning there are not enough computers for effective learning. Additionally, there is a need for more extensive training for teachers to effectively use these technologies in their teaching practices (IJIE&T).
To improve the situation, several recommendations have been made. These include:
Overall, while there is potential for ICT to significantly enhance education in Tanzania, addressing these challenges is crucial for realizing its full benefits.
"I am not from Tanzania, but still I can say it firmly that the use of ICT in Education could have jumped up significantly in the post COVID 19 years in Tanzania. In India, if I talk about video-conferencing alone, its usage is increased ten times during and post COVID 19 years as compared to pre-COVID 19 years. Such kind of surge is seen in the usage of other digital tools also in education sector". (Jabir, M. 2024)