| The use of technology in education is one of the major trends in educational reforms all over the world. Integrating technology into the learning and teaching processes is widely perceived as a great assert in those reforms. However, the implementation process of technology integration has been surrounded by skepticism concerning its effectiveness. Challenges to and gaps in technology integration have been identified and discussed by scholars based on different contexts. In the context of higher education in developing countries, despite notable progress, many challenges loom concerning the use of technology.;The purpose of the study was to investigate and evaluate the nature of technology implementation at the University of Dar-es-Salaam in Tanzania. The study examined the classroom practices and what surrounded the learning and teaching processes using technology from the perspective of teachers and students. It also evaluated the use of technology at the University based on four of Ely's eight conditions for adoption of innovations and ACOT's stages of development of technology integration. Two research strategies were used: Interviews and document analysis. Twenty-four students, ten faculty members, one head of a department, and one faculty dean were interviewed. They were selected from the Faculty of Science and Faculty of Education.;The findings revealed that although there were significant efforts and positive attitudes toward the use of computers in learning and teaching, the process of technology integration at the university faced impediments that affected its effectiveness. The impediments included lack of enough computers, absence of sound computer knowledge and skills of teachers and students so as to effectively integrate technology into learning and teaching, absence of adequate and effective teachers' professional development programs on technology, and lack of effective technology planning and technology plans.;The result of this study indicated that the four Ely's conditions of diffusion of innovations were not effectively met at the university and that the university's technology integration process was leveled at entry and adoption stages of ACOT's Stages of Development. The following recommendations were made: (1) more priority and emphasis on teacher training on computer knowledge and skills, (2) creation of technology plans at different levels and divisions, the process that should involve teaching staff, (3) creation of technology a committee to oversee all aspects of the use of technology, and (4) an establishment of partnership with local people and organizations to diversify sources of funds for acquisition of technology equipment and services. |
