Integration of digital technologies into primary school science education: exploring challenges and craved initiatives

Abstract

The study explored the challenges and craved initiatives for adoption to enhance the integration of digital technologies into science education in Tanzanian rural primary schools. It employed interviews, documentary reviews, and observations to generate data. Data were analysed thematically. The findings show that limited technological facilities, little knowledge of integrating digital technologies, lack of priority to teach science and technology subjects practically, and teachers’ negative attitudes impeded a successful integration of digital technologies. The study further revealed the establishment of e-resource centres, science curriculum content digitalisation, the introduction of digital technology science labs, and the digitalisation of teacher education as desired initiatives for adoption to enhance the integration of digital technologies. The study recommends a collaborative partnership between the government and interested local and international digital technology agencies for technical and financial support to address the challenges and implement the desired initiatives.