Challenges to Effective ICT Implementation in Primary Education Development Projects in Tanzania: A Case Study of Songea District
Luis Shekaoneka, Wainyaragania Kennedy Arthur · NG Journal of Social Development · 2024
The implementation of Information and Communication Technology (ICT) in education is essential for improving learning outcomes and addressing educational inequalities, particularly in rural Tanzania. Despite various ICT initiatives in primary education, effective implementation remains challenging. This study examines factors hindering ICT implementation in Tanzania's primary education, with a focus on Songea District. Guided by objectives assessing ICT skills, infrastructure adequacy, and necessary implementation procedures, a case study design and mixed-methods approach were utilized. Data were collected from district education officers, teachers, and students across five primary schools using structured questionnaires and interviews. Analysis included descriptive statistics for quantitative data and thematic analysis for qualitative insights. Findings revealed barriers such as inadequate ICT skills, limited infrastructure (computers, internet), and poorly defined ICT procedures. Recommendations include policy enhancements, training programs, infrastructure development, and clearer ICT guidelines to support effective ICT use in classrooms, promoting success in Tanzania's educational development projects.