Perceived impact of internet use on the academic and professional development of university student teachers in Tanzania

Abstract

Anchored in the technology acceptance model and social constructivist understandings of professional learning, this study sought to explore the perceived impact of internet usage on academic performance (research, assignments and access to scholarly resources) and professional development aspects (teaching portfolios, online networking and pedagogical growth) among student teachers in Tanzania’s higher learning institutions. Informed by qualitative research approach employing case study design, 25 respondents were drawn using purposive sampling technique. The study employed semi-structured interview to collect the data. Thematic analysis was used following the six steps. The findings indicate that University student teachers perceive internet facilities as an important tool that enhances their academic endeavour while strengthening their professional development and growth as future teachers. Based on the findings, the study concludes that internet tools and online learning platforms are the essential learning facilities in teacher education in Tanzania and elsewhere. The study therefore recommends a need for universities to invest adequately in ICT facilities to enhance availability and accessibility of internet facilities and online learning platforms to allow student teachers to access reliable and useful information timely for their professional development and growth.