Leveraging Technology for Scaling Teacher Professional Development: Insights into Usage, Challenges, and Opportunities in Rural Tanzania

Abstract

Purpose The article examines how technology can be leveraged to scale technology-supported teacher professional development (TPD). It explores patterns of usage, key challenges faced by teachers and schools, and opportunities for scaling technology-supported TPD in resource-constrained contexts. Design/Approach/Methods This article employs a design-based implementation research and participatory methodology to investigate the design and implementation of the government-led, technology-supported Mafunzo Endelevu kwa Walimu Kazini program or Teachers’ Continuous Professional Development. Data were collected using teacher surveys, participatory focus group discussions, key informant interviews, and observations of Community of Learning (CoL) sessions and classroom practices in 20 schools in Tanzania. Findings Teachers are using technologies, including digital platforms such as WhatsApp groups for collaborative discussions, resource sharing, and peer support, and the digital CoL modules for professional learning. However, teachers face operational and policy-related challenges in using technology for TPD, including lack of essential technological devices, lack of functioning software or accommodations for teachers with disabilities, lack of guidelines for tablet maintenance and replacement, limited digital literacy and confidence, and financial constraints. Originality/Value The article offers significant possibilities and opportunities for scaling technology-supported TPD to expand TPD access and effectiveness to rural teachers in Tanzania and other low- and middle-income countries.