Assessing the Integration of ICT as a Pedagogical Tool in Secondary Education: A Case Study in Tanzania

Abstract

This study focused on the use of technology by teachers and administrators to enhance teaching and assessment in secondary schools in Tanzania. A total of 199 scientific instructors from secondary schools took part in the study. Out of a sample of 179 secondary schools selected randomly, one instructor was picked at random. Surveys were sent to teachers for completion. The coded answers from the surveys were processed using M-Excel. The findings were presented in tables displaying both percentages and absolute numbers. Based on the findings, educators used their knowledge in assessment and teaching by using internet resources to obtain course materials (90%), transcribing notes (80%), analysing test results (59%), and utilising projectors (56%). Regrettably, no instructor was found to be using any kind of digital assessment. Several impediments hampered teachers' capacity to use ICT, including inadequate equipment availability (78%), insufficient proficiency and skills (59%), unreliable internet connectivity (35%), and power disruptions (34%). According to the research, it is recommended that everyone get education on the utilisation of ICT for teaching and assessment. To properly incorporate and integrate ICT in secondary school, it is necessary to overcome the hurdles that have been identified in its use.