Teachers’ Perceptions of ICT Use in Promoting Teaching Learning Processes and Its Outcomes at Senior Secondary Level in Mbeya Region, Tanzania: A Review

Information and Communication Technology (ICT) has led to a debate between teacher-centred and student-centred approaches to teaching and learning in academia. While some teachers view ICT positively and think it makes teaching and learning exercises easier, others view it negatively and think it replaces the traditional teacher-centred approach, making teaching and learning exercises more challenging as respect for the teachers are eroding because students are using current technology to solve issues rather than depending only on teachers. The present study aims to understand teachers’ perceptions of ICT use in promoting teaching-learning processes and its outcomes at the senior secondary level in the Mbeya region, Tanzania as a conveniently designed study area for the researcher. The study is based on related reviewed materials/information which was gathered from different secondary sources between July and December 2023.
Information was analysed and presented in a descriptive form for easy perception and understanding. It showed that the majority of teachers at’ senior secondary level used ICT to enhance their teaching effectiveness. At the same time, their perception focused on learning an aspect which was easy to grasp, deep understanding and long-lasting. It enhances the interaction between students and teachers and offers more imaginative answers to many learning queries in the teaching and learning process. The study recommends that educators should use a holistic strategy when thinking about how to integrate information and communication technology (ICT) to improve the teaching and learning process and embrace a culture of flexibility and lifelong learning to improve student comprehension and engagement.

信息与通信技术（Information and Communication Technology，简称ICT）引发了学术界关于教与学活动中以教师为中心与以学生为中心两种教学范式的争论。部分教师对ICT持积极态度，认为其可简化教与学流程；另有部分教师持负面看法，认为ICT会取代传统的以教师为中心的教学模式，且随着学生依托现有技术解决问题而非仅依赖教师，教师的权威受到削弱，教与学活动也因此更具挑战性。本研究旨在探究坦桑尼亚姆贝亚地区高中阶段教师对ICT在促进教与学过程及其成效方面的认知，该区域为研究者便利选定的研究场域。本研究基于2023年7月至12月期间从各类二手来源收集的相关文献资料与信息开展。
研究数据经分析后以描述性形式呈现，以便于理解与认知。结果显示，绝大多数高中阶段教师借助ICT提升了教学效能。与此同时，教师的认知聚焦于易于掌握、可实现深度理解且留存持久的学习维度。ICT可增进师生间的互动，并为教与学过程中的诸多学习疑问提供更具想象力的解决方案。本研究建议教育工作者在思考如何整合信息与通信技术（ICT）以优化教与学过程时，应采用整体性策略，并秉持灵活变通与终身学习的理念，以提升学生的理解能力与参与度。