This study examined the integration of technology into teaching in schools in Kalomo District, Zambia. It aimed to assess the use of educational technologies, identify implementation challenges, and evaluate acceptance among teachers, learners, and administrators. Using a mixed-methods approach, data were collected through surveys, interviews, focus groups, and classroom observations.
Findings showed that while basic tools like Microsoft Office and online platforms are widely used, advanced technologies for personalized learning remain limited. Key challenges included poor digital infrastructure, limited funding, lack of teacher training, insufficient tools, and unreliable internet access. Despite these issues, participants showed strong acceptance and optimism about technology’s potential to improve teaching and learning.
The study highlights the importance of technology-driven tutoring systems in supporting personalized learning through adaptive content and feedback. It recommends increased investment in infrastructure, teacher training, and partnerships to enhance technology integration and improve educational outcomes.