Assessing the Attitudes of Secondary School Teachers towards the Integration of ICT in the Teaching Process in Kilimanjaro, Tanzania

This study assessed the Attitudes of Secondary School Teachers towards the Integration of Information and Communication Technology in the Teaching process in Kilimanjaro Region, Tanzania. A Cross-sectional Survey design was employed. The sample consisted of Hundred (100) teachers from ten (10) secondary schools. Interview schedule, questionnaires and observation schedule were used as research instruments. Data were analyzed using descriptive and inferential statistics. The study found out that both male and female teachers had positive attitudes towards integration of ICT in their teaching process. Furthermore, it was reported that there is a relationship between a teacher’s age group and attitudes towards integration of ICT in teaching process and learning process. On the basis of these findings, the study concluded that ICT integration into the teaching process largely depended on the attitude of teachers and student concerning ICT integration; positive ICT attitudes are expected to foster ICT integration in the teaching and learning process. The study recommended that curriculum developers should integrating ICT into a curriculum with an account of economic, cultural, political, social, educational and catalytic rationales.