The Effectiveness of the Integration of Digital Technology in Teaching and Learning under the Revised National Curriculum in Teachers' Colleges in Tanzania: Evidence from Kigoma, Morogoro, Kilimanjaro, Mara and Lindi

The study investigated the effectiveness of using digital technology in teaching and learning using Revised National Curriculum (RNC) in selected teachers’ colleges of Kigoma, Morogoro, Kilimanjaro, Mara and Lindi in Tanzania. The analysis shows that digital technology may contribute significantly to the teacher training. Its most perceived values are related to access to digital learning resources, lesson preparation and collaboration and engagement with learners. However, the analysis also suggests that more advanced applications such as digital assessment, learning-management systems, higher-order learning activities and online learning might not be as well developed. The review of evidence from Tanzania shows that the current issue is no longer just the availability of the ICT equipment. A more challenging question is building pedagogical expertise and skills around the integration of technology, content and appropriate pedagogy in a manner that is meaningful for teachers. It is therefore important to tackle these issues of infrastructure, professional development, technical support, connectivity and curriculum alignment in tandem. RNC gives an opportunity to institutionalize digital pedagogy in teacher education. To be effective, however, digital technology needs to be an integral and ongoing part of normal teaching rather than left to the ICT tutors or a few technologically confident teachers.

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