Government-Provided Tablets and AI-Supported Teaching Practices in Rural Tanzania: Evidence From Public Secondary Schools in Kilindi District
DOI:
https://doi.org/10.61227/3j3pqj45Keywords:
artificial intelligence, digital pedagogy, government-provided tablets, rural secondary schools, teaching practices, TanzaniaAbstract
Tablets and artificial intelligence (AI) are expanding access to instructional resources, yet rural schools often lack the competence, connectivity, maintenance, and institutional support needed for use. This study examined how government-provided tablets and AI tools influence teaching practices in public secondary schools in Kilindi District, Tanzania. Its main objective was to determine their influence on lesson preparation, instructional delivery, resource access, learner engagement, and assessment. A mixed-methods approach used a descriptive, convergent parallel design. The sample comprised 108 respondents: 99 teachers selected through simple random sampling and nine heads of schools selected purposively. Data were collected concurrently with structured questionnaires and semi-structured interviews after institutional permission and informed consent. Quantitative data were summarized using frequencies and percentages; interview and open-ended responses were coded thematically, then merged with quantitative results for triangulation. Expert review supported content validity, while pilot testing outside the study sample strengthened instrument reliability. Participation was voluntary, confidentiality was protected, and respondents could withdraw. Tablets and AI were perceived to improve lesson preparation and instructional delivery (73.2% each) and access to diverse teaching and learning materials (67.7%). Qualitative evidence additionally identified improved teaching methods, time savings, engagement, and assessment support. Benefits were nevertheless constrained by non-functional devices, inadequate AI training, poor connectivity, high data costs, weak technical support, and unequal access. The study concludes that device provision can improve teaching only when embedded in a functional digital ecosystem. It recommends continuous practice-based AI professional development, reliable connectivity, equitable device allocation, and funded maintenance and technical-support systems.
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