Resource 3: Relevance to the ICT Competency Standards for Teachers in Tanzania framework (2025)
Relevance to the ICT Competence Standards for Teachers in Tanzania Framework (2025)
Introduction
The ICT Competence Standards for Teachers in Tanzania Framework (ICT-CSTT 2025) guides teachers to develop digital skills for modern teaching and learning. Aligned with UNESCO’s framework, it outlines three progressive levels: Technology Literacy (TL) for basic ICT use; Knowledge Deepening (KD) for enhancing learning through collaboration and problem-solving; and Knowledge Creation (KC) for innovating with digital resources and pedagogy. The framework spans six domains: ICT in education, curriculum and assessment, pedagogy, ICT technical skills, organisation and administration, and professional learning.
How Virtual and Flipped Classrooms Fit
Virtual classrooms (e.g., WhatsApp, Moodle, Zoom) and flipped classrooms (learn content first, apply in class) support ICT-CFT 2025 by promoting technology integration and learner-centred pedagogy. They align with the National Digital Education Strategy (2025–2030) and help teachers deliver lessons digitally, facilitate collaboration, guide problem-solving, and create context-relevant digital content.
Progression of ICT Skills
| ICT Level | What Teachers Do | Classroom Example |
|---|---|---|
| Technology Literacy (TL) | Use basic digital tools to support teaching | Share lesson files/notes, record short videos, post tasks |
| Knowledge Deepening (KD) | Apply ICT to enhance learning and collaboration | Run online discussions, set research tasks, use quick quizzes |
| Knowledge Creation (KC) | Innovate with ICT and create new resources | Design blended tasks, curate OERs, build simple digital activities |
ICT-CFT Domains in Practice
- Pedagogy: Use group projects and online discussions to promote student-centred learning
- Curriculum & Assessment: Use online quizzes, projects, and e-portfolios.
- ICT Technical Skills: Record lessons, manage LMS tools and submissions.
- Organisation & Administration: Communicate, schedule, and track progress digitally.
- Professional Learning: Join webinars and teacher networks; share practice.
- Innovation: Create digital resources and mentor peers.
Challenges in Tanzania
- Limited connectivity, electricity, and devices in some schools.
- Unequal access for rural and disadvantaged learners.
- Need for teacher upskilling beyond basic ICT use.
- Shifting from teacher-centred to student-centred approaches.
Solution focus: infrastructure investment, targeted training, inclusive content, and community support.
Why This Matters
- Strengthens student-centred learning and collaboration.
- Creates flexible learning pathways and improves assessment.
- Builds digital literacy and future-ready skills.
- Grows teacher leadership and innovation with ICT.
Conclusion
Adopting virtual and flipped classrooms advances ICT-CSTT (2025) by helping teachers build digital competence, engage learners, create and share resources, and lead innovation. These approaches support an inclusive, technology-enhanced education that prepares Tanzanian students for a digital future.