Developing teachers’ capacity for ICT integration in teaching: A case study from Ilala Municipality, Tanzania

Abstract

The effective integration of educational technologies in schools depends on teachers’ capacity to adopt, adapt, and sustain digital innovations. While global policies emphasise the role of continuing professional development (CPD) and institutional support, there is a lack of empirical evidence from sub-Saharan Africa, where contextual constraints remain significant. This study examines the nature and effectiveness of support for teachers’ capacity building in educational technology, with a specific focus on the Information and Communication Technology (ICT) training programme in selected secondary schools in Ilala Municipality, Tanzania. Drawing on qualitative data from focus group discussions and interviews with teachers and school leaders, respectively, the research explores how ICT training was facilitated. The analysis is framed through the Technological Pedagogical Content Knowledge (TPACK) framework and capacity-building models, enabling connections between local experiences and global perspectives. Findings reveal that while teachers benefit from sporadic training and informal peer support, structural challenges, such as inadequate funding, limited infrastructure, and insufficient follow-up, undermine the long-term impact. The study contributes to International debates on ICT in education, highlighting the importance of aligning capacity-building initiatives with contextual realities in resource-constrained settings. Practical implications for policymakers, school administrators, and development partners seeking to strengthen teacher preparedness for digital transformation in education.

Keywords

References

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