Teachers’ Competence in Integrating Technology in Teaching Geography Subject

Abstract

The integration of technology in teaching has the potential to enhance student understanding, engagement, and academic performance, particularly in subjects like Geography that involve complex concepts and spatial analysis. This study investigated Teachers’ Competence in Integrating Technology in Teaching Geography at secondary schools in Tanzania. A mixed-methods approach was employed, using a concurrent research design. Data were collected through face-to-face interviews and classroom observations involving Geography teachers across four schools. The findings revealed three distinct levels of competence: high, moderate, and low. Teachers with high competence effectively used multiple digital tools, including PowerPoint, videos, Google Earth, and GIS applications, to deliver interactive and inquiry-based lessons that promoted student engagement and comprehension. Those with moderate competence utilized basic tools such as slides and projectors, improving lesson clarity but avoiding advanced applications, while teachers with low competence relied primarily on traditional methods due to limited skills, training, and infrastructural support. The study emphasizes that teacher competence is a critical determinant of effective technology integration and has direct implications for student achievement. Recommendations include targeted professional development programs, ongoing technical support, and investment in infrastructure to enhance teachers’ digital pedagogical skills and improve learning outcomes in Geography subject.