Constraints hindering ICT integration among teachers in enhancing literacy and numeracy skills of learners with hearing impairments in Tanzania

Abstract

Background

The right to education is fundamental for all learners, including those with hearing impairments. The use of ICT makes the learning experience more attractive, accessible, and flexible for these learners.

Objective

The primary motivation behind this research is to identify various constraints hindering ICT integration among primary school teachers aiming to enhance literacy and numeracy skills among learners with hearing impairments.

Methods

A qualitative approach is employed in this study, and 10 primary school teachers who teach early-grade learners with hearing impairments were interviewed. Both purposive and convenience sampling were used to select the participants in the research. Thematic analysis was used to analyze the data using a priori technique or deductive approach from the Technology-Organization-Environment (TOE) framework.

Results

The findings revealed that a lack of ICT tools that support hearing-impaired learners, limited ICT tools that support individualized learning, poor support from school management for ICT facilities, the absence of a curriculum specific to hearing-impaired learners, and limited technological support infrastructure hinder effective ICT integration by teachers.

Conclusions

These findings highlight the need for comprehensive strategies by the government, educational authorities, and other stakeholders to effectively integrate ICT among teachers, thereby enhancing literacy and numeracy skills among learners with hearing impairment in Tanzania’s special or deaf unit primary schools.