A systematic literature review on the ICT integration in teaching and learning: Lessons for an effective integration in Tanzania

Abstract This study is a systematic literature review on the use of Information and communication technology (ICT) in secondary schools and how it can improve student learning outcomes, motivation, engagement, skills development, and teachers' attitudes, practices, and beliefs about teaching and learning. After the inclusion and exclusion criteria, the sample included 40 eligible studies from Scopus and Eric databases. The research questions were thematically answered, and the findings were summarised into an ICT integration framework. The analysis indicates that effective ICT integration depends on students' and teachers' motivation and attitude change. Further, it proposes that ICT integration in secondary schools should not only be aligned with the curriculum and learning objectives but should also be sustained through the maintenance of ICT tools and appropriate ICT skills development for both learners and teachers. Therefore, effective ICT integration depends largely on capacity development, which should be focused on harnessing technological knowledge with pedagogical understanding in a conducive learning environment supported by all stakeholders. It is recommended that learning institutions aim at capacity building to enable students, teachers, and other experts to identify and address challenges efficiently.