Digital Learning Platforms in Teacher Education: Tutors’ Experiences, Usage and Constraints to Digital Pedagogical Transformation in Tanzania
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Digital Learning, Digital Platforms, Digital Transformation, Teacher Education; Digital Pedagogy; Educational Technology.##article.abstract##
Digital learning platforms are increasingly important for strengthening teaching, assessment, communication and professional development in teacher education. However, limited evidence exists on tutors’ actual experiences with these platforms and constraints faced in their use in Tanzanian Teachers’ Colleges. In response, this study sought to establish tutors’ previous exposure to digital learning platforms, their usage practices and the factors constraining effective utilisation. A sequential explanatory mixed-methods design was employed. Quantitative data was collected through an online questionnaire administered to 614 tutors from 50 government and private Teachers’ Colleges across 21 regions. Qualitative data was obtained from 82 participants, comprising tutors, college principals, academic officers and ICT officers, through interviews and Focus Group Discussions. Quantitative data was analyzed using frequencies and percentages while qualitative data was analyzed thematically and integrated into the interpretation. Tutors reported previous experience with Moodle, Google Classroom, Blackboard and Microsoft Teams. However, these platforms were mainly used for communication, sharing learning materials and managing assignments rather than for collaborative learning, formative assessment, continuous feedback and learner-progress monitoring. Poor internet connectivity, high internet costs, unstable electricity supply and limited digital skills constrained effective utilization. The study recommends investment in reliable and affordable connectivity, stable electricity, continuous professional development, institutional ICT support and integrated, mobile-friendly, low-bandwidth and offline-capable digital learning platforms.
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