Influence of Teaching Technology on Academic Engagement of Students with Hearing Impairment in Inclusive Public Secondary Schools in Morogoro Municipality, Tanzania

The study used the Technological Acceptance Model to investigate the influence of teaching technology on the academic engagement of students with hearing impairment in inclusive public secondary schools in Morogoro Municipality, Tanzania. The study adopted a pragmatic research philosophy and utilized a mixed research approach, employing a case study design with a target population of teachers, and heads of units for students with learning disabilities obtained through simple random and purposive sampling techniques. Data were collected by using questionnaires and interviews. Data were analyzed descriptively and thematically. Ethical guidelines were strictly adhered to throughout, prioritizing participant confidentiality and privacy. The study found a significant positive impact of teaching technology on the academic engagement of students with hearing impairment in inclusive public secondary schools. The study also established educators’ confidence that integrating these tools enhances communication, interactivity, and overall engagement, fostering an inclusive educational environment and providing tailored support for students with hearing impairments. Hence, the study recommended the respective educational organs put efforts into educator professional development, acquiring advanced technological tools, promoting collaboration among educators, and involving parents and the community to support these initiatives for sustained positive outcomes.