Leveraging Technology for Scaling Teacher Professional Development: Insights Into Usage, Challenges, and Opportunities in Rural Tanzania
Calvin Swai, Sara Hennessy, Kristeen Chachage, Saalim Koomar, Taskeen Adam, Fredrick MtenziPurpose
The article examines how technology can be leveraged to scale technology-supported teacher professional development (TPD). It explores usage, challenges, and opportunities for scaling technology-supported TPD in resource-constrained contexts.
Design/Approach/Method
This article employs design-based implementation research and participatory methodology, involving four iterative cycles/rounds of co-design with the Tanzania Institute of Education, to investigate the design and implementation of the government-led, technology-supported
Findings
Teachers are using technologies, including digital platforms such as WhatsApp groups for collaborative discussions, resource sharing, and peer support, and digital CoL modules. However, teachers face operational and policy-related challenges in using technology for TPD, including lack of essential technological devices, absence of software or accommodations for teachers with disabilities, lack of guidelines for tablet maintenance and replacement, limited digital literacy, and financial constraints.
Originality/Value
The article offers practical opportunities for scaling technology-supported TPD for rural teachers in low- and middle-income countries by using offline and low-cost technologies, zero-rated TPD content, and strengthened school-level peer support systems.