Abstract—The use of Information and Communication
Technologies (ICTs) in teaching and learning has brought new
teaching and learning experience to both teachers and students
in many countries. Tanzania has made several efforts to achieve
this but little has been done to determine the readiness of our
schools and teachers in terms of ICT infrastructure and
possession of other gadgets to help in the integration of ICT in
education. This study aimed at looking into the readiness of
Secondary Schools to successfully integrate ICT in teaching and
learning activities, and teachers in terms of knowledge, skills
and possession of ICT devices. Data were collected from 202
teachers selected from 32 Secondary Schools from all the
Educational Zones in Tanzania. The study revealed that most
schools do not have ICT infrastructure in place. In schools
where ICT infrastructure is present, student to computer ratio is
very high. On the other hand, teachers are ready to use ICT in
their teaching and learning activities if and only if they have the
skills and knowledge to do so. The findings revealed that most of
the secondary school teachers (77.0%) now possess either a
laptop or a smartphone or both. This is an implication that they
are ready to use such tools in the teaching and learning process if
they are directed how best they can be used. The study
recommends the Ministry of Education, Science, Technology
and Vocational Training (MoESTVT) to increase the effort in
training teachers on ICT, setting up adequate ICT
infrastructure in many schools and setting up a framework for
the implementation of the same.
Index Terms—E-readiness, ICT, ICT integration, ICT in teaching and learning.
L. V. Ngeze is with the University of Dodoma, P.O. Box 490 Dodoma, Tanzania (e-mail: firstname.lastname@example.org).
Cite: Lucian V. Ngeze, "ICT Integration in Teaching and Learning in Secondary Schools in Tanzania: Readiness and Way Forward," International Journal of Information and Education Technology vol. 7, no. 6, pp. 424-427, 2017.