iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iajel.2021.v02i02.019Integrating ICT in Tanzania Secondary Schools: Experience of Tanzania as it Grows to Second World EconomyVitalisA.NdumeDaltonH.KisangaMajigeSelemaniInformation and Communication Technologies (ICTs) has transformed traditional learning methods and strategies at different levels of education in many countries. Tanzania, has been struggling to integrate ICT in education but with relatively limited achievement recorded. This study aimed at exploring key achievement indicators towards ICT integration in Tanzania secondary schools. The study used a pen and paper self-administered questionnaire for data collection. Using a repeated cross-sectional survey, data were collected from 297 teachers from different secondary schools in Tanzania who participated in ICT skills training in 2017, 2018 and 2019. Data were analysed using a general-purpose statistical software package, Stata Version 11. Chi-square and logistic regression were performed to examine the association of variables and their predictive power respectively. Findings reveals that despite the existing challenges such as ICT infrastructure, high student-to-computer ratio, limited ICT knowledge and skills to teachers in learning and teaching, some schools have built and accord well with the process of ICT education at secondary level. Few teachers have acquired skills in using computer and Internet particularly in lessons preparation. Furthermore, findings indicate that at each school there is at least one teacher capable of using ICT devices. The study recommends that the effective grow into second world economy a continuous integration of ICT in secondary schools is inevitable.