46 International Journal of Educational Technology and Learning ISSN: 2523-0581 Vol. 4, No. 2, pp. 46-57, 2018 DOI: 10.20448/2003.42.46.57 Constraints Hindering Adoption of ICT in Government Secondary Schools in Tanzania: The Case of Hanang District Kunda Humphrey Kweka 1 Placidius Ndibalema 2 1 Nangwa Secondary School, Katesh, Manyara Tanzania. 2 Department of Educational Foundations and Continuing Education, The University of Dodoma, Tanzania. Abstract This paper addresses teachers’ skills on ICT Integration in teaching and learning and constraints that hinder the adoption in Government owned secondary schools. The study employed a cross-section research design which guided the collection of both quantitative and qualitative data. Simple random sampling was employed in the selection of participants of which data were collected from 75 teachers in government secondary schools, 15 Heads of Schools, 1 DEO and 3 Quality Assurers. Questionnaires and interviews were used to obtain data. Qualitative data were analysed through content analysis while descriptive statistics was used to analyse quantitative data with the aid of SPSS version 21. The findings revealed that, most of the secondary school teachers had minimal skills of integrating ICT in teaching and learning due to different challenges such as lack of ICT facilities, inadequate computer labs in schools, and inadequate pre-service and in-service teachers training. Finally, the paper recommends a holistic approach in harmonising the curriculum requirements and the ICT policy strategies so as to create awareness among teachers, thus develop the required ICT pedagogical skills. Keywords: ICT Adoption Digital divide. Licensed: This work is licensed under a Creative Commons Attribution 4.0 License. Publisher: Scientific Publishing Institute 1. Background to the Research Problem The world is experiencing rapid changes which cause the explosion of new emerging technologies. These changes are happening all over the world, including developing countries like Tanzania. In this sense, the developing countries should make efforts to improve the quality of education by strengthening the implementation of classroom instructional process in order to embrace the changes realistically. Generally, technology can make our lives easier and simplified. It is believed that, ICT is among the essential technologies useful in enhancing readiness in teaching and learning process at secondary level education. Felvégi and Matthew (2012) proposed that, the Internet with shared global resources has brought a more flexible and dynamic learning environment beyond the traditional book-teacher model which regarded classrooms as the only dominant environment for formal education. In the context of teaching and learning, ICT can facilitate tasks and improve teachers’ performance in creating effective teaching and learning activities. It promotes, strengthen and enhance skills of ICT which should be used in combination with other teaching methods. Although ICT seems to be beneficial in teaching and learning, many secondary school teachers are not willing to adopt its use in teaching and learning due to a number reasons. Cakir and Yildirim (2013) in Turkey report several factors affecting teachers’ performance in using ICT including difficulties in maintaining up-to-date technology, poorly equipped IT classrooms, insufficient computers in the class and outdated curricula. Raman and Yamat (2013) in Malaysia indicated that, lack of teachers’ autonomy, and lack of knowledge to evaluate the use and role of ICT in teaching and learning are the prominent factors hindering teachers’ confidence in using ICT in the classroom. They also indicated that, lack of policy framework, inadequate infrastructure, high cost and inadequate in-service training on ICT integration in education is a greater challenge for teachers to integrate ICT in teaching and learning. Moreover, Copriady (2015) affirms that, the