Abstract Despite increased investment in educational technology, many higher education institutions in Tanzania continue to face limited integration of instructional media and technology in teaching and learning practices. The problem lies not only in access to media and digital resources but also in teachers’ technological knowledge and attitudes, highlighting the need for this study. A total of 333 teachers from six universities participated in the study. Interview data were analysed thematically while the questionnaire data were analysed using descriptive, correlational and regression analysis. Findings revealed that teachers had a moderate technological knowledge (M = 3.20, SD = 0.85). In addition, teachers exhibited positive attitudes towards the use of instructional media and technology (M = 4.15, SD = 0.85). The correlational results revealed a significant positive correlation between teachers’ technological knowledge and their attitudes ( r = 0.45, p < 0.01). Similarly, the regression findings indicated that technological pedagogical content knowledge (TPACK) is a strong predictor of teachers’ attitudes towards technology use (β = 0.41, p < 0.001). With respect to these findings, universities should strategically prioritise teachers’ trainings that focus not only in understanding technology applications but also the actual integration of technology into their classrooms for pedagogical innovations. In addition, there should be strategic efforts of developing sustainable ICT infrastructure and ongoing support systems such as professional learning communities, coaching and peer mentoring for pedagogical innovation.
Chandafa et al. (Tue,) studied this question.