Information and Communication Technology (ICT) Usage in Secondary Schools

https://doi.org/10.55549/ijaste.55

Abstract

The study explored the heads of schools' experience of Information and Communication Technology (ICT) usage in secondary schools in Dar es Salaam, Tanzania. Specifically, the study examined the contribution of ICT and the factors affecting their use of ICT for administrative activities based on the experience of the heads of secondary schools. The study adopted a single case study design for a qualitative research. Purposive sampling was used to obtain nine heads of secondary schools and data collection involved semi-structured interviews, observations, and documentary review methods. Thematic analysis was used to process the data and results appeared in the form of quotes and theme descriptions. The findings indicated that heads of schools are highly motivated to use ICT in school administration, as it supports financial tasks, enhances communication, facilitates record keeping, and processing students’ examination results. The issues related to the digital divide, shortage of ICT facilities, technophobia, internet connectivity, inadequate funding, power supply, and technical support at school affected the heads of schools to use ICT in school administration. Findings recommended establishing regular ICT training, improving ICT facilities, ensuring sufficient funding and reliable internet services, and involving diverse stakeholders to address the situation. The study suggests the need for studies to examine the competence and readiness of heads of schools on the use of ICT for managing public funds. Additionally, investigating ICT use among institutional management leaders across levels of the educational system is recommendable