Factors for Teachers’ Low Use of ICT in Secondary Schools in Tanzania

Abstract

CT in education shifted classroom activities from traditional to technological mediated teaching and learning paradox. There are need to understand factors abided to teachers only on low use of ICT in secondary schools classroom teaching and learning activities. Purpose of the study dwelled to influence stakeholders on current ICT devices available in schools and teachers’ influencing factors replicated to low use of technologies so that to step in Tanzania secondary schools. Descriptive cross sectional survey research design bedded into ethnographic methods allowed narrative nature of teachers’ norms and attitudes to emerge. 50 teachers, 12 heads of schools and 12 secondary schools from Kibaha district were selected using simple stratified and purposive procedures. Data was collected using structured checklist observations and Focus Group Discussion techniques. Reliability of the data collection instruments was determined by split-half method. Collected data was analyzed using descriptive statistics; however the study findings had implication on use of ICT in secondary classroom.