Teachers’ Perspectives on Students’ Utilization of Electronic Devices for Accessing Learning Materials in Public Secondary Schools, Dodoma Region

With growing global emphasis on Information and Communication Technology (ICT) in education, the Tanzanian government has introduced various initiatives to promote digital learning.However, a gap persists between policy and practice, particularly regarding the actual classroom use of electronic devices.Therefore, this study investigates teachers' perspectives on students' utilization of electronic devices for accessing learning materials in public secondary schools in the Dodoma Region, Tanzania.Employing a mixed-methods approach, the study involved 88 respondents, including 80 teachers and 8 school heads, across four public secondary schools.Quantitative data were analysed descriptively in terms of frequency and percents presented in tables using SPSS, while qualitative insights were derived through thematic analysis of interviews and focus group discussions.The findings reveal that teachers largely perceive electronic devices as effective tools for enhancing student engagement, promoting interactive learning, and supporting academic equity, especially for disadvantaged learners.Nonetheless, concerns emerged around device misuse, classroom distraction, and the lack of consistent infrastructure and monitoring.The study concludes that while the pedagogical potential of electronic devices is evident, their effectiveness depends on adequate teacher training, clear policy enforcement, and improved infrastructural support.Key recommendations include enhancing ICT training for teachers, enforcing device usage policies, investing in infrastructure, and promoting equitybased digital initiatives.These insights aim to inform policy and practice for optimizing ICT integration in Tanzanian secondary education.