Resource 9: Common Challenges in ICT Integration
ICT for Progressive Pedagogies — Challenges & Best Practices (Tanzania)
ICT can help us move from chalk-and-talk to student-centred learning (inquiry, collaboration, creation, problem-solving). In many Tanzanian schools the reality includes few devices and unstable internet — but practical strategies still make progressive teaching possible.
Key Challenges in Tanzanian Context
- Limited devices & power: Few or old computers; one phone per class; unreliable electricity.
- Poor/expensive internet: Connection only in admin blocks or dropping mid-lesson; data costs limit access.
- Digital literacy gaps: Comfort with basic tools, but limited experience in interactive or collaborative ICT teaching.
- Low pedagogical confidence: ICT used for slides, not for inquiry/group work; “digital” but still didactic.
- Weak institutional support: No ICT policy, training plan, maintenance budget, or incentives for innovation.
Best Practices (Make ICT Serve Learning)
A) Start simple & scaffold up
- Introduce one new tool at a time (e.g., WhatsApp voice notes → Google Slides → H5P checks).
- Plan short, clear tasks that show visible learner thinking.
B) Design for one device per group
- Padlet idea wall, Google Docs co-writing, quick Kahoot/Mentimeter checks.
- Rotate roles: leader, researcher, recorder, presenter, timekeeper.
C) Use offline/low-data methods
- Download videos in advance; share by Bluetooth/flash drive.
- Use Moodle offline/Kolibri; print QR-linked tasks as backup.
D) Train for pedagogy (not just buttons)
- In PLCs/peer mentoring ask: “How does this tool help learners think, discuss, solve, create?”
- Co-plan one progressive task per week; review and refine together.
E) Secure leadership & policy support
- Simple policy: at least one digital, student-produced activity per term per subject.
- Budget for maintenance/data; recognise innovative teachers.
- Before class: Share a 3–5 min video/reading (WhatsApp/Classroom) + 2 H5P checks.
- In class (groups, one phone): Investigate a local problem; post two examples to Padlet/Slides; prepare a 1-minute share-out.
- End: Run a 3-question Kahoot/Mentimeter; pairs justify answers.
Simple Checklist
| Question | Yes/No |
|---|---|
| Does the task make learners do something (investigate, create, discuss)? | □ |
| Can it run with one device per group? | □ |
| Is there an offline/low-data fallback? | □ |
| Will I capture evidence (Padlet posts, Docs, quiz results)? | □ |
| What will I improve next time (based on student feedback)? | □ |
Takeaway: The best ICT is the one your learners can access that clearly supports your outcome and gets students inquiring, collaborating, creating and solving — even with one phone per group.