Challenges Faced by Students and Teachers in Utilizing Digital Technologies For Enhancing Map Reading and Interpretation Skills: (A Case of Kisarawe  District, Tanzania)

Clement Maganga; Ashwarya Srivastava

doi:10.61227/jetti.v3i1.161

Authors

Clement Maganga Galgotias University
Ashwarya Srivastava Galgotias University

DOI:

https://doi.org/10.61227/jetti.v3i1.161

Keywords:

Digital technologies, Map reading and Interpretation, Geography Education, Infrastructures Challenges, Teacher competence, Digital technologies, Map reading and Interpretation, Geography Education, Infrastructures Challenges, Teacher competence, Sustainable Development Goal 4 (SDG4)

Abstract

Background: The integration of digital technologies in geography education has shown promise, with tools such as Google Maps, and Google Earth enhancing map reading abilities. However, secondary schools in Tanzania encounter obstacles including limited digital resources, inadequate internet connectivity, and insufficient teacher training, which impede effective implementation. The study aimed to explore those challenges in secondary schools of Tanzania. Methods: This research employed a mixed-methods approach, integrating quantitative and qualitative techniques. Statistical analyses, including Chi-Square and Wilcoxon Signed-Rank tests, were used to examine relationships between variables, while surveys, interviews, and observations provided more comprehensive insights. Thematic analysis identified key challenges, such as training inadequacies, financial limitations, and policy shortcomings. Results: Indicated that the digital divide and poor infrastructure were the most significant hurdles, followed by insufficient teacher training and financial constraints that limited access to digital tools. Responses regarding policy alignment were mixed, while resistance to change was a minor issue. Language barriers and motivation also played a role in digital adoption. Conclusion: Despite these obstacles, educators recognize the potential of digital tools to enhance geography education. Statistical analysis revealed no significant correlation between specific challenges and teachers' attitudes, suggesting a willingness to embrace technology given adequate support. Overcoming these barriers is essential for successfully incorporating digital technologies into geography education in Tanzania's secondary schools.

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Author Biography

Ashwarya Srivastava, Galgotias University

Dr. Ashwarya Srivastava is an Associate Professor at the School of Education, Galgotias University, Greater Noida. She specializes in Pedagogy of Physical Sciences, Teacher Education, Educational Technology, Guidance & Counselling, Educational Research, Communication Skills & Expository Writing, and Life Skills Education. Dr. Srivastava earned her Ph.D. in Teachers’ Training from CSJM University in June 2017 and holds an M.Ed. in Pedagogy of Sciences from the same institution. Her teaching portfolio includes courses at both undergraduate and postgraduate levels, such as Pedagogy of Physical Science, Advanced Research Methods, and Life Skills Education. She has also served in various administrative roles, including School Coordinator for the GU Website, MOOC, NPTEL & SWAYAM, and NCC/NSS/Extra Curricular Activities. Dr. Srivastava has contributed to academic literature with publications like her paper on "Teaching and Learning Strategies in Teacher Education" in the Praxix International Journal of Social Science and Literature. She actively participates in faculty development programs and workshops to enhance her teaching and research skills. (galgotiasuniversity.edu.in)

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