Leveraging Technology for Scaling Teacher Professional Development: Insights Into Usage, Challenges, and Opportunities in Rural Tanzania
Year: 2026
Type: article
Abstract: Purpose The article examines how technology can be leveraged to scale technology-supported teacher professional development (TPD). It explores usage, challenges, and opportunities for scaling technology-supported TPD in resource-constrained contexts. Design/Approach/Method This article employs design-based implementation research and participatory methodology, involving four iterative cycles/rounds of co-design with the Tanzania Institute of Education, to investigate the design and implementation of the government-led, technology-supported Mafunzo Endelevu ya Walimu Kazini program or Teachers’ Continuous Professional Development. Data were collected using teacher surveys, participatory focus group discussions, 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 digital CoL modules. However, teachers face operational and policy-related challenges in using technology for TPD, including lack of essential technological devices, absence of software or accommodations for teachers with disabilities, lack of guidelines for tablet maintenance and replacement, limited digital literacy, and financial constraints. Originality/Value The article offers practical opportunities for scaling technology-supported TPD for rural teachers in low- and middle-income countries by using offline and low-cost technologies, zero-rated TPD content, and strengthened school-level peer support systems.
Source: ECNU Review of Education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7157139262
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