Teachers Understanding of ICT and Digital Learning: Expectations versus Classroom Realities in Rural Primary Schools in Tanzania

Beatus B. Mapunda; Mariam J. Mwakabenga

doi:10.61227/pvgwvh25

Authors

Beatus B. Mapunda Department of Teacher Education-Tanzania Institute of Education (Tanzania)
Mariam J. Mwakabenga Department of Teacher Education-Tanzania Institute of Education (Tanzania)

DOI:

https://doi.org/10.61227/pvgwvh25

Keywords:

Digital Aspirations, Digital pedagogy, Information Habitus, Digital Learning, Classroom Realities

Abstract

The study focuses on the teachers' understanding of Information and Communication Technology (ICT) and digital learning and how well the new curriculum expectations matched classroom practice in rural primary schools in Tanzania. Guided by Digital Divide Theory, the study employed quantitative cross-sectional survey design. Purposive sampling was used to select three regions such Arusha, Pwani and Lindi while census approach was applied in which a total of 358 teachers who completed online questionnaire become the eligible sample of this study. The data were analysed descriptively by involving frequencies, percentages, means, and standard deviation. The results indicated that teachers had a fairly positive attitude toward ICT and digital learning (M = 3.37, SD = 1.04). Teachers indicated that they were familiar with ICT and digital devices (M = 4.43) and understood clearly what digital learning was expected in the curriculum (M = 3.95). Minor scores were recorded in preparation for digital learning activities (M = 3.17), supporting pupils in demonstrating digital skills (M=2.91) and integrating ICT across subjects (M = 2.59). The study also revealed a significant gap between expectations and reality in terms of ICT resources (M = 2.25), infrastructure (M = 2.40), professional development (M = 2.61), and learner access to digital technologies. The results support the concept of Digital Divide Theory in sense that there are still disparities in access to technology, digital skills, and opportunities for learning in meaningful ways that hinder meaningful ICT integration in rural schools. The study conclude by highlights the need to make strong coordinated investment in the infrastructure of ICTs, equal access to digital resources, regular teacher professional development and strengthening technical support systems to realise digital aspirations of an enhanced curriculum. The study recommends the use of Digital Divide Theory to explore how technology is integrated in resource-limited educational settings and offer policy and practical strategy for how to better implement digital learning in rural primary schools in Tanzania.

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