Technology Integration in Project-Based Learning and the Development of 21st Century Learning Skills in Public Secondary Schools in Tanzania

Raymond  Ndomba

doi:10.61227/6wzw9075

Authors

Raymond Ndomba Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/6wzw9075

Keywords:

Technology integration, Project-based learning, 21st century learning skills, Public secondary schools

Abstract

This study examined the contribution of technology-integrated project-based learning (PBL) to the development of 21st century learning skills in public secondary schools in Mkuranga District, Tanzania. This study was guided by Jean Piaget’s constructivist learning theory, complemented by Lev Vygotsky’s social constructivist perspective, which emphasizes active learning through experience and social interaction. A qualitative research approach with a case study design was employed. The study involved 63 participants, including one district secondary education officer (DSEO), two ward education officers (WEOs), four heads of schools, sixteen teachers, and forty Form Three and Form Four students. Purposive, quota, and snowball sampling techniques were used to obtain participants. Data were collected through interviews and focus group discussions and analysed thematically using narration and direct quotations. The findings revealed that technology-integrated project-based learning significantly contributes to the development of key 21st century learning skills. Students enhanced their communication skills through digital presentations and online discussions, whereas their collaboration skills were strengthened through teamwork and the shared use of technological resources. Furthermore, students developed creativity and critical thinking skills through the use of digital tools to investigate real-life problems, analyse information, and generate innovative solutions. The study concludes that integrating technology into project-based learning enhances learner engagement and promotes the acquisition of the essential skills required in contemporary society. Strengthening the implementation of technology-supported participatory teaching approaches in public secondary schools is recommended to improve educational effectiveness and prepare learners for the demands of the 21st century

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