Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Tage Biswalo

Department

Institute for Educational Development, East Africa

Abstract

This study examine strategies embraced by educational leaders towards the integration of digital technology in teaching and learning in Hai district, Tanzania. It emphasizes the urgent need for educational leaders to devise and embrace strategies for the integration of digital technology in modern education, grounding itself in the theoretical frameworks of Technological Pedagogical Content Knowledge (TPACK) and transformational theory. The integration of digital technology in secondary education can be greatly enhanced by using the frameworks of transformation theory and TPACK (Technological Pedagogical Content Knowledge). TPACK emphasizes the junction of technical, pedagogical, and content knowledge to guide instructional tactics. On the other hand, transformation theory urges teachers to move beyond conventional methods and use technology to transform the way students learn and teach. By incorporating these frameworks, teachers can utilize inquiry-based learning environments, offer tailored learning experiences, promote student-centered learning, encourage creativity and critical thinking, and use online collaboration tools, to name a few strategies. This approach can improve student engagement, advance digital literacy, and customize teaching to meet a wide range of learning requirements. Therefore, integrating TPACK and transformation theory in secondary education can be a game-changer for teachers looking to improve their teaching process and help students achieve their full potential. This study employed a qualitative ethnographic case study methodology where focus group discussions, interviews, document analysis, and observations were comprehensively employed to explore the strategies, impact, and challenges, associated with digital technology integration in teaching and learning.

The empirical findings revealed the multifaceted impact of digital technology on learners and educators. 85% Students equipped with digital tools such as tablets, smartphones, computers, learning application softwares and internet connectivity with smart embraced strategies from their education leadership demonstrated enhanced competence and improved academic performance. Leadership vision is identified crucial factor, though challenges related to infrastructure, inadequate digital resources, and electricity supply persist. Schools leadership actively shape their approach, emphasizing commitment to ongoing professional development, ensuring the availability of a well designed digital infrastructures, motivation on the use of digital technology in teaching and learning process, lesson development stages, teacher preparation, and collaboration as key strategies. Communication of the importance of digital technology, educational policy, and advocacy are critical aspects explored. Infrastructure, including high-speed internet access, computer labs, maintenance, and resource allocation, is recognized as fundamental, but financial constraints pose challenges. Teacher training, adequate digital infrastructure and resources, well organised leadership strategies and ongoing professional development are identified as pivotal factors for successful integration.

Synthesizing the main findings, the study concludes that Tanzanian secondary schools have taken commendable actions in embracing digital integration strategies, but persistent challenges underscore the sophisticated nature of technology integration. Educational leaders has played crucial roles in steering this transformative journey. The study recomends that policy makers, government, school leaders and Recommendations are outlined to address challenges and amplify the positive impact of digital technology integration, focusing on infrastructure enhancement, targeted teacher training, unwavering administrative support,

First Page

1

Last Page

85

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