Integrating ICT in science lessons to promote science teachers' competencies in Tanzania

Angelina Kanyabwoya; Huruma Olofea Bwagilo; Samweli Tumaini Mugaya

doi:10.55056/cte.1066

Authors

Angelina Kanyabwoya The University of Dodoma https://orcid.org/0009-0006-1326-9895
Huruma Olofea Bwagilo The University of Dodoma https://orcid.org/0000-0002-8336-3370
Samweli Tumaini Mugaya The University of Dodoma https://orcid.org/0000-0002-9228-9678

DOI:

https://doi.org/10.55056/cte.1066

Keywords:

ICT integration, science teachers, competencies

Abstract

The study examines the integration of ICT in science lessons to develop the competencies of science teachers in diploma teacher colleges in Tanzania. A multiple-case study research design was employed to capture the views and experiences of 66 participants. Data was analysed using thematic analysis. Results from the interview, focus group discussion, observation and documentary review revealed that the integration of ICT in science lessons is limited. The limited integration of ICT is due to inadequate skills, limited administrative support, and the inadequate delivery of ICT materials when needed, as well as improper conditions for ICT materials. The study concludes that, despite the availability and tutors' willingness to use ICT in teaching and learning science subjects, its application in classrooms is still unimpressive. Therefore, student-teachers are likely to remain incompetent in science subjects. The study recommends the use of ICT materials in science lessons, the provision of indoor training, and the timely procurement of ICT materials.

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