12: Create Virtual and Flipped Classrooms

Relevance to Tanzania’s ICT Competence Framework for Teachers (2025)

1. Introduction

The Tanzania ICT Competence Framework for Teachers (ICT-CFT 2025) is a national guideline developed by the Ministry of Education, Science, and Technology (MoEST). Its main aim is to ensure that teachers acquire digital skills necessary for integrating Information and Communication Technology (ICT) into teaching and learning.

The framework is grounded in the UNESCO ICT Competency Framework for Teachers (2015) and provides a progressive roadmap for teachers’ professional growth through three competence levels:

1. Technology Literacy (TL): Basic digital skills for using ICT tools in teaching and administration.
2. Knowledge Deepening (KD): Using ICT to enhance teaching effectiveness, student engagement, and problem-solving.
3. Knowledge Creation (KC): Innovating with ICT to create new knowledge, digital resources, and pedagogical approaches.

It emphasizes six key domains of competence:

• Understanding ICT in Education
• Curriculum and Assessment
• Pedagogy
• ICT (Technical Skills)
• Organization and Administration
• Teacher Professional Learning

2. Virtual and Flipped Classrooms in Context

Virtual classrooms are online platforms such as Moodle, Zoom, or Google Classroom, enabling teachers and students to interact either synchronously (live) or asynchronously (anytime).

Flipped classrooms invert the traditional learning process: students study instructional content at home (videos, readings, quizzes), while class time focuses on collaboration, problem-solving, and discussions (Bergmann & Sams, 2012; Bishop & Verleger, 2013).

Relevance: Both methods align with the ICT-CFT 2025 by promoting technology integration, learner-centered pedagogy, and active engagement, supporting Tanzania’s National Digital Education Strategy (2025–2030).

3. Levels of ICT Competence

Level	Description	Classroom Application
Technology Literacy (TL)	Basic ICT usage	Using virtual platforms, recording lectures, posting resources online
Knowledge Deepening (KD)	Enhance teaching & learning	Facilitate interactive activities, online discussions, collaborative projects
Knowledge Creation (KC)	Innovate & transform learning	Develop new digital learning resources, OERs, interactive simulations, or apps

Insight: Teachers evolve from users of ICT (TL), to enhancers of learning (KD), to innovators and creators (KC).

4. Mapping Virtual and Flipped Classrooms to ICT-CFT Domains

ICT-CFT Domain	Technology Literacy (TL)	Knowledge Deepening (KD)	Knowledge Creation (KC)
Understanding ICT in Education	Use Zoom, Moodle, Google Classroom; assign pre-class videos	Evaluate classroom engagement and participation	Innovate blended learning strategies suitable for Tanzanian contexts
Curriculum & Assessment	Create digital lesson plans, online quizzes	Align flipped activities with assessments (e-portfolios, LMS quizzes)	Design adaptive, ICT-enabled curricula and assessments (projects, simulations)
Pedagogy	Present slides/videos; record lectures	Facilitate inquiry-based, collaborative learning	Develop student-led digital projects, integrate OERs, innovate teaching models
ICT Technical Skills	Operate hardware/software (computers, projectors)	Use LMS for assignments, discussions, grading	Develop new digital tools, apps, or interactive simulations
Organization & Administration	Use ICT for attendance, grading, communication	Manage online submissions, scheduling	Create dashboards or ICT-based management systems
Teacher Professional Learning	Access tutorials, webinars, online training	Participate in professional networks; share flipped practices	Lead ICT learning communities, mentor peers, create OERs

Observation: Virtual and flipped classrooms allow teachers to demonstrate competence across all levels and domains, from basic digital usage to innovation and leadership.

5. Challenges in Tanzania

Despite alignment with ICT-CFT, challenges include:

1. Infrastructure Gaps: Limited electricity, internet, and devices in rural schools.
2. Professional Training: Many teachers lack advanced ICT skills, especially at KD and KC levels.
3. Equity Concerns: Students with disabilities or from disadvantaged backgrounds may be excluded.
4. Cultural Adaptation: Teachers and students may resist moving from teacher-centered to learner-centered models.

Solution: Government investment in infrastructure, targeted teacher training, and community support are essential for successful adoption.

6. Practical Benefits

• Enhanced Pedagogy: Promotes active, collaborative, and student-centered learning.
• Improved Curriculum & Assessment: Facilitates digital evaluations like online quizzes, projects, and e-portfolios.
• Professional Growth: Encourages lifelong learning, peer collaboration, and leadership in ICT.
• National Strategy Alignment: Supports Tanzania’s National Digital Education Strategy (2025–2030), fostering digital literacy, inclusivity, and innovation.

Key Insight: Teachers become not only users but creators and innovators of digital knowledge, transforming education across Tanzania.

7. Conclusion

Integrating virtual and flipped classrooms aligns perfectly with Tanzania’s ICT-CFT 2025, enabling teachers to:

• Develop digital competencies (TL, KD, KC)
• Enhance teaching, learning, and assessment
• Lead innovation and collaboration
• Contribute to national educational digital transformation

This ensures teachers are active innovators and creators, preparing students for a technology-driven world.

8. References

1. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
2. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, Atlanta, GA, 1–18.
3. Ministry of Education and Vocational Training (MoEVT). (2015). ICT Competency Standards for Teachers in Tanzania. Dar es Salaam: UNESCO.
4. Ministry of Education, Science and Technology (MoEST). (2025). National Digital Education Strategy, 2024/25–2029/30. Dar es Salaam: Government of Tanzania.
5. Haji, O. N., Basake, J., & Mokua, T. K. (2025). Teacher competencies and digital effectiveness: A flipped classroom in Zanzibar lower-secondary schools. International Journal for Multidisciplinary Research, 7(3), 1–15.
6. UNESCO. (2015). ICT Competency Framework for Teachers. Paris: UNESCO Publishing.