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Abstract

Technology integration in education has been practiced for some decades in developing countries. Despite the growing access to technology in terms of infrastructure and tools in teacher colleges and secondary schools in Tanzania, there is limited research on how teachers use such resources to facilitate teaching and learning. This study used a mixed-methods research approach and a cross-sectional survey design to examine college tutors’ and secondary school teachers’ knowledge and perceptions of technology integration in teaching and learning in Tanzania. Adopting the technology acceptance model, the study assessed perceived ease of use, perceived usefulness, and actual use of technology. Furthermore, the study assessed the influence of knowledge of technology integration, age, and teaching experience. Data were collected using questionnaires and interviews from 213 heterogeneous respondents. Descriptive statistics and Structural Equation Modelling techniques were used to analyze quantitative data, and thematic analysis was used for qualitative data. The results indicate that the respondents had moderate knowledge and perception levels of technology integration, significantly impacting their actual integration of technology in teaching and learning. However, their perceptions were not significant predictors of the actual use of technology. The study recommends that raising the level of technology integration requires capacity building through pre-service and in-service training.

First Page

170

Last Page

185

Ethics Approval

Yes

Declaration Statement

Declaration Statement:

(a) Data availability statement: The data used in this study is available upon request.

(b) Funding statement: No organisation funded the research.

(c) Conflict of interest disclosure: The authors declare no conflict of interest.

(d) Ethics approval statement: The University of Dar es Salaam granted research clearance to conduct the study.

(e) Participant consent statement: All participants contributed to the conception and design of the study. Joseph Njiku and Nyanjiga Rukondo worked on the introduction, Venance Timothy worked on the methodology, Florence Kyaruzi worked on data analysis, and Kondrada Haule worked on the discussion section. The entire team worked on refining the document as a panel.

(f) Permission to reproduce material from other sources: N/A

(g) Clinical trial registration: N/A

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