Digital Promise or Pedagogical Illusion? A Critical Study of ICT use in Tanzanian Teaching and Learning Process

Abstract This study investigated teachers’ perceptions and extent of the integration of Information and Communication Technology (ICT) in teaching and learning across three primary schools in Mbeya City in Tanzania. The study was informed by mixed method research approach employing both qualitative and quantitative research approaches to data collection and analysis Overall the findings uncovered that teachers expressed moderately positive perceptions of ICT integration across five key dimensions. Quantitative results indicated that ICT is perceived to enhance access to digital content, student engagement, communication beyond the classroom, assessment efficiency, and record-keeping accuracy, with mean scores ranging from 3.70 to 3.95. The strongest agreement was observed in ICT’s role in improving communication and collaboration, while relatively lower agreement emerged in its use for assessment and feedback. However, these positive perceptions were not uniformly shared, as reflected by notable proportions of neutral and dissenting responses. Qualitative findings provided deeper insights into these variations, highlighting significant contextual challenges. Limited ICT infrastructure, including insufficient computers and unequal resource distribution across schools, constrained effective implementation. Teachers also reported inadequate digital skills, particularly in using interactive and assessment tools, which limited their ability to fully utilize ICT’s pedagogical potential. Furthermore, communication beyond the classroom was hindered by students’ limited access to digital devices at home and varying parental support. Despite recognizing the efficiency of ICT in record keeping, concerns regarding data security, system reliability, and ethical use were raised. Overall, the study concludes that while ICT holds substantial promise for enhancing teaching and learning, its effectiveness remains contingent upon improved infrastructure, teacher capacity building, and robust institutional support systems.