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Development of Information and Communication Technology in Education in Tanzania: How is DUCE Playing its Role?

Josta L Nzilano*, Ayoub C Kafyulilo**


This paper presents the ICT integration situation in Tanzania, and the efforts that are being made by the Dar es Salaam University College of Education (DUCE), as a teacher training institution, to have ICT integrated in the education system at the college and country at large. Over 60 articles and reports were gathered and read in the process of writing the paper. However, through rigorous review of each article only 35 were found to match best with the goal of this study. Results from literature indicate that technology integration in the country was still at an infant stage. Most educational institutions were neither integrating technologies effectively for administrative nor
academic activities. Some of the factors reported as hindering the effective use of technology in most schools include limited teachers’ technological knowledge, unreliable supply of electricity in most schools, lack of technological tools and negative attitude of some teachers on the use of technology in teaching. Findings also showed that DUCE is playing its role by having graduates from the college with well equipped knowledge of integrating technology in teaching. The study suggests that there could be a promising future of ICT integration in education in Tanzania if there was a combined effort between DUCE, the Institute of Curriculum Development and other educational stakeholders in the country.


ICTs, pedagogy, teacher education, secondary education

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