Challenges and Opportunities of Implementing Education Technology in Rural and Underserved Areas of Tanzania, Assessing the Sustainability and Educational Impact of Such Initiatives
DOI:
https://doi.org/10.47604/ajep.3031Keywords:
Implementing Education Technology, Rural, Underserved Areas Sustainability, EducationalAbstract
Purpose: The aim of the study was to analyze the challenges and opportunities of implementing education technology in rural and underserved areas of Tanzania, assessing the sustainability and educational impact of such initiatives.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: The implementation of education technology in rural and underserved areas of Tanzania presents both challenges and opportunities. Key challenges include limited access to reliable electricity and internet connectivity, a lack of digital literacy among teachers and students, and insufficient infrastructure and resources to support tech-based learning.
Unique Contribution to Theory, Practice and Policy: Diffusion of innovation theory, unified theory of acceptance and use of technology (UTAUT) & socio-constructivist learning theory may be used to anchor future studies on the challenges and opportunities of implementing education technology in rural and underserved areas of Tanzania, assessing the sustainability and educational impact of such initiatives. Teachers should receive ongoing, hands-on training to integrate digital tools into their pedagogy, which would enhance both teaching effectiveness and student engagement. Policies should incentivize telecommunication companies to offer affordable data packages for educational purposes and extend mobile learning platforms to areas with limited connectivity.
Downloads
References
Abebe, T., & Asfaw, D. (2020). The Role of E-learning in Enhancing Student Performance in Ethiopia. International Journal of Educational Technology, 7(3), 33-47. https://doi.org/10.1080/09751122.2020.1674224
Afolabi, F., Olumide, A., & Adeyemi, A. (2020). Mobile Learning and Literacy Gains in Rural Nigerian Schools. African Journal of Educational Technology, 7(1), 45-58. https://doi.org/10.1080/18146627.2020.1544345
Banerjee, A., Cole, S., Duflo, E., & Linden, L. (2019). Remedying Education: Evidence from Two Randomized Experiments in India. Quarterly Journal of Economics, 134(3), 1-39. https://doi.org/10.1093/qje/qjx016
Bissonnette, A., Gauthier, C., & Richard, M. (2019). The Impact of Digital Writing Tools on Literacy in Canada: A Study of Provincial Outcomes. Canadian Journal of Education, 42(2), 453-470. https://doi.org/10.2307/1802043
Boateng, P., & Agyemang, K. (2020). Assessing the Impact of Tablet-based Learning on Student Performance in Ghanaian Primary Schools. African Education Review, 17(1), 23-40. https://doi.org/10.1080/18146627.2020.1864249
Buchanan, R., & Jones, A. (2019). Technology Integration and Academic Achievement in UK Schools. British Journal of Educational Technology, 50(2), 345-357. https://doi.org/10.1111/bjet.12521
Daniels, H. (2021). Vygotsky and Research. Routledge.
Dwivedi, Y. K., Rana, N. P., & Jeyaraj, A. (2020). Re-examining the Unified Theory of Acceptance and Use of Technology (UTAUT): Towards a Revised Theoretical Model. Information Systems Frontiers, 22(5), 1-16. https://doi.org/10.1007/s10796-020-10007-6
El-Shamy, S., & Abdel-Razek, M. (2021). Enhancing Science and Math Education through EdTech in Egyptian Schools. Journal of Educational Research, 64(1), 28-44. https://doi.org/10.1080/00313831.2021.1978217
Ferreira, F., Azevedo, J. P., & World Bank Group. (2019). Educational technology in Brazil: Benefits and Barriers. World Development Report, 31(1), 50-61. https://doi.org/10.1080/07294360.2019.1661888
Garcia, A., Villalobos, C., & Ramirez, J. (2019). Impact of Digital Textbooks on Student Participation in Mexico’s Education System. Educational Technology Research and Development, 67(3), 423-437. https://doi.org/10.1007/s11423-019-09642-2
Iwamoto, H., Nishimura, S., & Nakamura, Y. (2021). Impact of E-learning Technologies on Student Outcomes in Japan. Asia Pacific Journal of Education, 41(4), 487-504. https://doi.org/10.1080/02188791.2021.1966307
Johnson, P., & Parker, K. (2019). Digital Learning in Australian Schools: NAPLAN Results and Implications. Australian Journal of Education, 63(4), 393-405. https://doi.org/10.1177/0004944119884954
Kim, J., & Lee, B. (2020). Enhancing Student Engagement in STEM through Smart Education in South Korea. Journal of Science Education and Technology, 29(2), 231-245. https://doi.org/10.1007/s10956-019-09791-4
Mbelwa, Y. A., & Ndibalema, P. (2020). Teachers' Readiness and Challenges in Using Digital Technologies in Tanzanian Secondary Schools. Journal of Learning for Development, 7(1), 65-78. https://doi.org/10.56059/jld.2020.7.1.5
Mlambo, V., Sikhakhane, B., & Kheswa, M. (2020). Bridging the Digital Divide in Africa: Access to Digital Infrastructure and Education. African Education Review, 17(2), 89-103. https://doi.org/10.1080/18146627.2020.1714325
Mtebe, J. S., & Raphael, C. (2021). Adoption of e-learning systems in Tanzanian universities: A study of challenges and opportunities. IJEDICT, 17(3), 107-122.
Mtitu, E. (2018). The role of multimedia resources in improving secondary education in Tanzania. Journal of Educational Multimedia and Hypermedia, 27(4), 403-417
Müller, K., & Wößmann, L. (2020). The DigitalPakt Schule: Early Evidence from Germany’s Digital Education Reform. European Educational Research Journal, 19(5), 421-438. https://doi.org/10.1177/1474904120905148
Mwase, R., Komba, W., & Kasenene, S. (2020). Mobile Learning and Academic Performance in Rural Tanzanian Schools. African Journal of Educational Technology, 8(2), 101-120. https://doi.org/10.1080/18146627.2020.1664421
Mwase, R., Komba, W., & Kasenene, S. (2020). Mobile learning and academic performance in rural Tanzanian schools. African Journal of Educational Technology, 8(2), 101-120.
Nakabugo, M., Otaala, J., & Omoding, A. (2019). Teacher Education and Digital Learning in Uganda: Impact on Science Education. International Journal of Educational Development, 69(1), 50-62. https://doi.org/10.1016/j.ijedudev.2019.03.011
Peters, M., Koehler, A., & Melis, C. (2021). Digital Literacy and Education Technology: Understanding the Link to Student Outcomes. Educational Technology Research and Development, 69(3), 123-144. https://doi.org/10.1007/s11423-021-09983-2
Rahman, M., Habib, M., & Islam, S. (2020). Impact of Mobile Learning Applications on Literacy Development in Rural Bangladesh. Asian Journal of Education and Development Studies, 9(2), 129-145. https://doi.org/10.1108/AJEDS-07-2020-0031
Robinson, J., Winthrop, R., & McGivney, E. (2019). Education Technology: A Global Opportunity for Bridging Equity Gaps. Brookings Institution, 11(1), 39-59. https://doi.org/10.1177/0093650219841739
Rogers, E., & Singhal, A. (2019). Diffusion of Innovations: Origins, Evolution, and Impact. Information Technologies & International Development, 15, 63-79.
Sarfo, E., Tandoh, F., & Nkansah, F. (2019). Integration of ICT in primary education in rural Tanzania: Challenges and opportunities. Technology, Pedagogy and Education, 28(3), 345-356.
Siddiqui, A., Malik, S., & Ahmad, Z. (2020). The Role of Mobile Learning Applications in Enhancing Language Skills in Rural Pakistan. International Journal of Educational Technology in Higher Education, 17(2), 112-129. https://doi.org/10.1186/s41239-020-0183-9
Tondeur, J., Aesaert, K., Pynoo, B., Van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a Model of ICT Integration for School Improvement: Linking Teacher Training, Access to Technology, and Educational Outcomes. British Journal of Educational Technology, 48(2), 290-302. https://doi.org/10.1111/bjet.12424
Vigdor, J., Ladd, H., & Martinez, E. (2020). Scaling Personalized Learning: Lessons from U.S. Schools. American Economic Review, 110(9), 270-295. https://doi.org/10.1257/aer.20190234
Wachira, P., Keengwe, J., & Onchwari, G. (2019). Using Mobile Technology to Improve Education in Kenya. International Journal of Educational Technology in Higher Education, 16(1), 90-105. https://doi.org/10.1186/s41239-019-0160-4
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Hassan Mwinyi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
