The study intended to investigate the extensiveness use of audio-visual technology in enhancing interactive learning among teacher trainee in Norther Zone colleges, Tanzania. The study employed a convergent research design under a mixed methods research approach, and the Diffusion of Innovation Theory (DIT) by E. M. Rogers (1962) as a guiding theoretical framework. The study was guided by one research question focused on examining the extent to which audio- visual technology enhances interactive learning among teacher trainees in Northern zone teachers’ colleges, Tanzania. The target population comprised 13 Teachers’ Training Colleges, 3,446 Teacher Trainees, 397 Tutors, and 13 Principals, from whom a sample size of 389 was selected through stratified random and purposive sampling techniques. A pilot study was conducted in one Teacher Training College. The questionnaires’ reliability for Likert-type items was ensured using Cronbach’s Alpha Coefficient, whereby 0.73 for Teacher Trainees and 0.894 for Tutors was obtained, while reliability for qualitative data was verified through peer debriefing and triangulation. Data collection instruments were validated by MWECAU research experts in the field of curriculum and instruction. Data were collected using questionnaires, an interview guide and an observation guide. Quantitative data were collected using questionnaires and analysed using SPSS vision 22, while qualitative data from observations and interviews were analysed using thematic analysis. Ethical considerations were strictly upheld throughout the research. The study found that the integration of audio-visual technology in large extent enhances interactive learning among teacher trainees. Specifically, the use of audiovisual tools was observed to increase learner engagement, encourage active participation, and promote collaboration within the learning environment. The study concluded that audio-visual resources play a critical role in simplifying complex concepts, enabling creative lesson delivery, and fostering the development of essential teaching skills. These findings suggest that audio-visual technology is not only effective for content dissemination but also fundamental in establishing an interactive, learner-cantered educational setting that actively involves student-teachers in the teaching and learning process.
Gabriel et al. (Wed,) studied this question.