Na Mwandishi Wetu.
Bodi ya Ithibati ya Waandishi wa Habari (JAB) imekutana na kufanya mazungumzo na watangazaji na waandaaji wa kipindi cha Good Morning kinachorushwa na Wasafi FM, ambapo imewakumbusha umuhimu wa kuzingatia sheria, kanuni na maadili ya uandishi wa habari katika utekelezaji wa majukumu yao ya kila siku.
Kikao hicho kimefanyika leo, Septemba 2, 2026, katika Makao Makuu ya JAB, Mtaa wa Jamhuri, jijini Dar es Salaam, kikilenga kuimarisha uelewa wa watangazaji hao kuhusu misingi ya weledi, uwajibikaji na matumizi sahihi ya majukwaa ya habari.
By Our Correspondent, Arusha
ARUSHA: Teachers in Arusha are gaining practical skills in the use of digital technologies and Artificial Intelligence (AI), with the training expected to strengthen their ability to integrate technology into teaching, professional collaboration and learning. The development emerged during a recap session of a digital technology training programme for government secondary school teachers in Arusha, organised by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) in collaboration with the Tanzania Institute of Education (TIE) and the Prime Minister’s Office – Regional Administration and Local Government.
The programme is aimed at strengthening teachers’ digital competencies and equipping them with practical knowledge to use digital technologies effectively and responsibly in education. During the recap session of Day 1, teachers reflected on the knowledge and skills they had acquired, with participants saying the training had changed the way they understood and interacted with AI and other digital tools.
One of the key lessons highlighted during the session was the importance of human thinking when using AI and the need to always adapt AI outputs before being used. Dr. Lucian Ngeze of the University of Dodoma (UDOM), Educational Technology Expert, who facilitated part of the training, said AI should be regarded as a tool that supports human thinking rather than one that replaces it. He insisted that AI can make mistakes just like human beings, making it important for users to apply their own knowledge, judgement and critical thinking when interacting with the technology.
“AI can make mistakes just like human beings. Therefore, you need to use your own thinking and knowledge first when prompting AI and verify the output through your professional eye,” Dr. Ngeze said. He explained that the quality of an AI-generated response largely depends on the information, instructions and context provided by the user. Dr. Ngeze therefore urged teachers to think carefully about what they want to achieve before prompting AI and to provide clear, relevant and specific instructions.
He further advised teachers not to accept AI-generated information automatically, but to critically assess and verify the responses using their professional knowledge and other reliable sources.
The training also focused on strengthening teachers’ participation in online discussion forums. Dr. Ngeze encouraged teachers to support their contributions to discussion forums with examples, cases and sufficient evidence such as relevant links to resources, saying this would make discussions more informative, credible and meaningful.
He also urged them to ask simple and relevant questions that could broaden discussions while maintaining professionalism when engaging with fellow teachers.
“Discussion forums are spaces where you engage with fellow teachers,” he said, encouraging participants to use the platforms to exchange ideas, learn from one another and build on each other’s contributions.
Dr. Ngeze introduced the PQP framework as one approach teachers could use when contributing to online discussions. The framework encourages participants to acknowledge or appreciate a colleague’s contribution (Praise), ask a relevant question (Question) and highlight a strong or important point (Polish). He said applying the approach could transform online discussion forums from platforms where participants simply post information into spaces for active engagement, knowledge-sharing and continuous professional learning.
The practical lessons were reflected in the teachers’ own experiences during the recap session. Some participants said they had previously understood prompting AI mainly as asking the technology a question, but the training had helped them realise that effective prompting requires clear thinking, appropriate context and precise instructions. Others said they had gained a better understanding of the importance of verifying AI-generated information and combining technological tools with their own professional knowledge and judgement.
The teachers said the skills gained would enable them to use digital technologies with greater confidence and responsibility, while creating more opportunities for collaboration and knowledge-sharing among educators. The training therefore goes beyond introducing teachers to digital tools, placing emphasis on developing the skills, judgement and professional confidence required to use technology meaningfully in education.
Serikali imeendelea kuchukua hatua mbalimbali ili kuhakikisha bei za mafuta nchini zinakuwa himilivu na zinalinda maslahi ya wananchi, ikiwa ni pamoja na kuimarisha usimamizi wa soko na kuhakikisha upatikanaji wa mafuta kwa wakati katika maeneo mbalimbali nchini.
Hatua hizo zimechangia kupunguza athari za mabadiliko ya bei za mafuta katika soko la dunia.
Kwa mwezi Septemba 2026, Mamlaka ya Udhibiti wa Huduma za Nishati na Maji (EWURA) imetangaza kushuka kwa bei za mafuta hali inayotarajiwa kuleta unafuu kwa watumiaji.
Bei ya petroli imepungua kwa shilingi 102 kwa lita, huku bei ya dizeli ikishuka kwa shilingi 101 kwa lita.
EWURA imeonya kuwa wauzaji wa mafuta watakaokiuka bei elekezi watachukuliwa hatua kali za kisheria, na kwamba wakaguzi wa Mamlaka hiyo tayari wapo kazini katika maeneo mbali mbali kuhakikisha sheria na taratibu zinafuatwa.
Watumiaji wa mafuta wameshauriwa kuchukua risiti wanaponunua mafuta, kwani nyaraka hizo hutumika kama ushahidi kunapokuwa na changamoto yoyote.
By Our Correspondent.
ARUSHA: A question that once ended on a piece of paper can now travel from a teacher’s screen to a learner’s device—and return with information that can help the teacher understand what has been learnt and what needs to be taught again.
This is the practical experience teachers from Arusha City Council (Arusha CC) and Arusha District Council (Arusha DC) are gaining as they learn to use Google Forms to create digital assessments, administer quizzes and review learners’ responses.
The skills are being acquired during a6four-day training on the ICT Competency Standards for Teachers in Tanzania (ICT-CSTT) in Arusha, where teachers are being equipped with practical digital competencies that can be applied in their everyday classroom work.
The training is being conducted through collaboration between the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Ministry of Education, Science and Technology (MoEST), the Tanzania Institute of Education (TIE) and the Prime Minister’s Office through TAMISEMI.
During a practical session on Google Forms, Dr. Lucian Ngeze from the University of Dodoma (UDOM) guided teachers through the process of creating digital forms using their Gmail accounts.
The session introduced teachers to different question formats, including short-answer, paragraph, multiple-choice, true-or-false and drop-down questions, enabling them to select a format according to the type of response they want from learners.
For instance, a short-answer question can be used when a brief response is required, while a paragraph question gives a learner an opportunity to explain an idea or respond to a question in greater detail.
Teachers were then given time to create their own questions and practise developing forms based on the subjects they teach.
Dr Ngeze also demonstrated how a Google Form can be turned into a quiz by activating the quiz option in the settings.
Once the form is converted into a quiz, teachers can use the Answer Key to identify correct answers and assign marks, making it possible to structure the assessment according to the learning activity.
After preparing the quiz, the teacher can publish it, copy the link and share it with learners, including through WhatsApp groups.
The exercise showed teachers that digital assessment does not necessarily require complicated systems. A tool that many users already access through their Google accounts can be adapted to support a task that is at the heart of teaching: asking questions and finding out whether learners have understood.
But the process does not end when the teacher shares the assessment.
Mr Jonas Emmanuel Meyan, a trainer from Munduli Teachers College, demonstrated how teachers can access the Responses section after learners have submitted their answers.
Through the responses, teachers can examine information provided by learners and identify areas in which students may be struggling.
That information can help a teacher determine whether a concept needs to be explained again, whether learners require additional exercises or whether the class is ready to move to the next topic.
In this way, assessment becomes more than a means of measuring performance at the end of a lesson. It becomes a source of feedback that can inform what the teacher does next.
The practical approach also highlighted the importance of responsible handling of learners’ assessment information.
Mr Meyan cautioned teachers to be careful when sharing students’ results, particularly where poor performance could embarrass or demoralise learners and their parents.
He advised teachers to share results with the appropriate people and use assessment information in ways that support learners’ progress.
For teachers, therefore, the lesson from Google Forms goes beyond learning how to create an online questionnaire.
It is about understanding how a simple digital tool can connect teaching, assessment and feedback, giving teachers additional information about learners’ understanding. They have also been able to explore other digital assessment tools including SurveyMonkey and Quizizz.
The approach supports a broader objective of the ICT-CSTT training—to strengthen teachers’ ability to use digital technology purposefully in their professional practice.
For UNESCO and its Government partners, building teachers’ digital competence is an important part of ensuring that technology contributes meaningfully to education rather than becoming an end in itself.
For teachers from Arusha CC and Arusha DC, the practical skills acquired during the training offer an opportunity to take digital assessment beyond the training room and into their classrooms.
A teacher who has never created a digital assessment may begin with something remarkably simple: opening Google Forms, writing one question and sharing one link.
A learner responds. The teacher receives the information. The information points to what has been understood and what requires attention.
From that simple cycle, a new possibility emerges—a classroom in which technology is not merely something teachers learn about, but something they can use to make better-informed decisions about learning.
The journey towards digital assessment may begin with one question, but its real value lies in what the teacher does with the answer.
By Our Correspondent, Arusha
ARUSHA: The United Nations Educational, Scientific and Cultural Organisation (UNESCO), in collaboration with the Ministry of Education, Science and Technology, the Tanzania Institute of Education (TIE) and the Prime Minister’s Office through TAMISEMI, is equipping secondary school teachers with practical digital skills aimed at strengthening teaching, learning and assessment in Tanzania.
The initiative forms part of a four-day training on the ICT Competency Standards for Teachers in Tanzania (ICT-CSTT), designed to prepare teachers to undertake the course through a blended learning approach while strengthening their ability to integrate information and communication technology (ICT) meaningfully into classroom practice.
The training focuses on the beginner and intermediate tracks of the ICT-CSTT course, while also providing participants with an overview of the advanced track. Teachers are expected to apply the knowledge and skills acquired in their respective schools and support other teachers in strengthening their digital teaching competencies.
One of the practical areas of the training was the use of Kahoot, an interactive digital learning platform that enables teachers to create learning activities, assign tasks, engage learners and assess their understanding.
The Kahoot session was facilitated by Mr Jonas Emmanuel Meyan, a trainer from Munduli Teachers College, who took teachers through the platform step by step, demonstrating how it can be applied to real classroom situations.
Mr Meyan guided teachers on how to create their own Kahoot accounts, either through a Google account or by registering manually. He explained that having an account enables teachers to create groups for their students, prepare learning activities and assignments and manage digital learning sessions.
The teachers were shown how to create an activity based on a particular lesson or topic, beginning with a clear and memorable title related to the subject being taught. They were then guided on how to prepare different types of questions, provide instructions and organise the content required for learners to undertake the activity.
The practical demonstration followed the journey of a digital learning activity from the teacher to the learner.
Once the teacher has prepared an activity, the link to the Kahoot activity can be shared with the intended students. While the teacher works through the Kahoot.com platform to create and manage learning activities, students can access and participate in assigned activities through Kahoot.it using their digital devices.
The students can then join the designated activity and respond to the questions prepared by their teacher. This gives learners an opportunity to participate actively in the lesson and demonstrate their understanding of the content being taught.
As learners participate, the teacher can follow their engagement and review their responses. This provides an additional means of identifying areas that learners have understood and those requiring further explanation, reinforcement or support.
The process enables the teacher to connect classroom instruction with assessment, using information from learners’ responses to guide subsequent teaching.
Teachers were also shown how to use existing teaching materials to develop interactive activities rather than preparing every digital resource from scratch. PDF materials can be transformed into interactive Kahoot activities using the Kahoot Generator, while presentation slides can also be imported and adapted for interactive learning.
Mr Meyan further explained the platform’s free and paid features, enabling teachers to understand the different options available and select tools that correspond with their teaching needs.
The practical session demonstrated that digital technology can serve a wider educational purpose beyond simply making lessons more entertaining. When used appropriately, digital tools can support lesson preparation, learner engagement, formative assessment and the identification of areas where students require additional support.
The teachers were subsequently given an opportunity to put the skills they had acquired into practice through a practical Kahoot exercise.
Teacher Valeria Paulinus Urio from Ilboru Secondary School emerged as the first-place winner, an achievement that left her delighted and confident about applying the skills in her classroom.
“The Kahoot skills I have acquired will help me make my lessons more interactive and enable my students to participate actively in the learning process. I believe these skills will benefit not only my students but also contribute to the wider development of our country through improved digital learning,” she said.
Teacher Urio said the skills would help her introduce more interactive learning activities while creating additional opportunities to engage students and assess their understanding.
Her experience demonstrated the importance of combining theoretical instruction with hands-on practice, enabling teachers to develop not only knowledge of digital tools but also the confidence required to apply them in real classroom situations.
The training reflects a broader effort to strengthen teachers’ digital competencies so that ICT becomes a meaningful component of teaching, learning, assessment and professional development.
The importance of this investment extends beyond the teachers attending the training. As participants take the acquired skills back to their schools and support their colleagues, the knowledge can reach more teachers and, ultimately, more learners.
This raises a larger question for Tanzania’s education system: What would the country’s classrooms look like if teachers across Tanzania had the confidence and competence to use digital learning tools effectively?
It could mean classrooms where learners are more actively engaged, teachers have additional ways of assessing understanding and digital resources become part of everyday teaching rather than occasional additions to the learning process.
For learners, the long-term benefit could extend beyond individual lessons by helping them develop digital confidence, collaboration, problem-solving and other competencies increasingly required in a technology-driven society.
For Tanzania, strengthening teachers’ digital competence is therefore more than an investment in technology. It is an investment in the teachers who will prepare the country’s next generation.
The technology will continue to evolve and new platforms will emerge. But the teacher will remain at the centre of the transformation.
If teachers across Tanzania embrace digital learning and develop the confidence to use it meaningfully, the classrooms of tomorrow could be more interactive, more connected and better prepared for a digital future.
The transformation, ultimately, begins with the teacher.
