International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 19, No. 3 (2023)

Stakeholders' Perceptions of Modern Technology Usage in Secondary Schools in Mvomero District, Tanzania

Betrina G Mkude , ST. Augustine University of Tanzania
Prospery Mwansa Mwila, Senior Lecture- ST. Augustine University-Tanzania

Abstract
Modern technology has been perceived as a tool to achieve educational development goals and lifelong learning. To integrate modern technology into education, the government of Tanzania established a curriculum for ordinary secondary education in 2010 that recognizes technology as an instrument for offering quality education, and as a resource for enlightening teaching and learning, providing learners with real-world experience. The study aimed to assess stakeholders' perceptions of modern technology usage in secondary schools in Mvomero District. Using diffusion of innovation theory, a mixed research approach was used with a cross-sectional design. A sample of 185 participants was included, and data were collected using questionnaires, interviews, and observation methods. The findings of the study reveal that modern technology is commonly used in secondary school teaching and learning, with a positive relationship between stakeholder perception and technology use. The results obtained through multiple regression analysis show a positive and significant relationship between stakeholder perception and the use of modern technology in teaching and learning; more specifically, it was shown that perceived ease of use (PEU) has (β=.127, P<.002), perceived usefulness (PU) has (β=.644, P<.000), and user satisfaction (ST) has (β =1.78, p<.000). However, challenges such as insufficient teachers, funding, and inadequate infrastructure hinder the adoption of modern technology. The study recommends government support for enhancing school ICT infrastructure, building teachers ICT skills, ensuring a constant power supply, integrating ICT skills into the curriculum, and subsidizing the cost of ICT devices and Internet packages.

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