Challenges Facing Teachers in Using Digital Media in Teaching Literacy among Early Grade Pupils in Dodoma, Tanzania

Edna G. Maeda & Zawadi Richard Juma
St John’s University of Tanzania
Email: ednamaeda2020@gmail.com/ zrichard@sjut.ac.tz

Abstract: Education is a fundamental entitlement inherent to all individuals. In recent times, a significant number of sub-Saharan nations have effectively expanded the reach of primary school’s education. Nevertheless, numerous empirical studies and educational assessments conducted in this particular location have repeatedly observed a lack of proficiency in core literacy abilities among pupils. The integration of digital media in primary school classrooms is crucial in the current digital era as it provides pupils with valuable learning opportunities. This study aimed to investigate the challenges encountered by teachers while utilizing digital media as a tool for teaching reading to early-grade pupils in Tanzania. It used a mixed method approach within a contemporaneous triangulation methodology. It comprised a sample of six primary schools, encompassing a total of 36 respondents. These respondents consisted of 12 public early grade teachers, 12 non-public early grade teachers, six main head teachers, and six school IT teachers. The research employed a purposive sampling methodology. The data was obtained through questionnaires, interviews, and classroom observations. The research successfully identified a number of obstacles associated with the utilization of digital media, which include insufficient time for integration, inadequate availability of hardware, software, and Wi-Fi, budgetary limitations, and syllabus that fails to promote the incorporation of digital media in the instruction of literacy. The study proposes the following strategies; mobilizing community support to solicit fund for the acquisition of digital resources, the Government increase of financial resources to educational institutions, and incorporating digital media into early literacy pedagogy.