The use of instructional technology in enhancing teaching and learning in Tanzania’s primary schools

The study assessed the use of instructional technology in enhancing teaching and learning in Tanzania’s primary schools. Specifically, it assessed the available infrastructure and technological instruction materials. It also explored how technological instructional materials affect teachers’ performance and how it provides learning gains to pupils. It further identifies the challenges that are faced in implementing instruction technology in Tanzania primary schools. The study was conducted in Dar es Salaam region taking Kinondoni and Ilala municipalities as case studies. Ninety purposeful sampled respondents were involved in the study, comprising 36 teachers, 48 pupils and six heads of school. The study employed qualitative approach and specifically a multiple case design. The data collection methods were in-depth interviews, focus group discussions, observations and documentary review. Data were analyzed qualitatively through content analysis. The major findings were that most of public primary schools had a limited number of technological instructional materials, as a result, the teachers and pupils had limited time to access technological instructional materials. The use of technological instructional materials helped teachers to enhance their performance and subject competence. Teachers were also equipped with new teaching methods and their work was simplified. The use of technological instructional materials also provided learning gains to the pupils by providing an opportunity to watch the live action of experiments and pictures that boosted their long memory retention, increase classroom interaction and subject interest. Several challenges in the use of technological instructional materials in teaching and learning were revealed. These include overcrowded classrooms, shortage of qualified teachers, inappropriate technology and the infrastructure was not conducive due to shortage of facilities. The study concludes that the adoption of instructional technology had a positive impact on teachers’ work performance and in pupils learning. However, most of the public primary schools sampled had shortage of technological instructional materials something, which affected the smooth application of instructional technology. Therefore, the study recommends that the MoEVT needs to make sure that all primary schools have enough technological instructional materials (as stipulated in the national curriculum). Also, it should provide sustainable teachers’ professional development on how to employ technological instructional materials in teaching and learning. Seminars and workshops must be offered frequently to keep the teachers up-to-date on the use of technological instructional materials in teaching and learning processes. Furthermore, a similar study could be carried out in primary schools of other regions to strengthen the validity and reliability of the conclusions made.