An Analysis of the Status of ICT Integration in Tanzanian Teacher Colleges Based on the SAMR Model

The preparation of competent teachers to apply information and communication technology (ICT) in teaching depends on how a student teacher interacts with ICT at their teacher’s college (TC). Tutors require instructional strategies that engage student teachers in the use of ICTs. The study employed the substitution, augmentation, modification, and redefinition (SAMR) model to evaluate the status of tutors’ ICT integration methods. A researcher collected data from 320 tutors across ten teachers’ colleges TCs. SPSS analyzed the results quantitatively through multiple linear regressions, tables, and charts. The results show that tutors integrate ICT at a low level (substitution and augmentation). The prevalence of PowerPoint over other software in multimedia content design demonstrates the lower level of ICT integration in TCs. The study recommends implementing regular and standard ICT training in multimedia and programming, teaching ICT from basic education, reviewing the education policy and ICT syllabi, adding more tutors with ICT skills, and introducing centers for educational technology in TCs to transform ICT integration from its current level to modification and redefinition.