Manyilizu, MajutoGilbert, M. Gilbert2020-03-252020-03-252015Manyilizu, M & Gilbert, M. G. (2015). The use of ICT between male and female teachers in secondary schools in Tanzania: A case of Dodoma municipality. International Journal of Education and Research, 3(12), 417- 424.https://pdfs.semanticscholar.org/f633/5d5e060240f5c2fc5770937f4e23de6891e7.pdfhttp://hdl.handle.net/20.500.12661/2377Full Text Article. Also available at: https://pdfs.semanticscholar.org/f633/5d5e060240f5c2fc5770937f4e23de6891e7.pdfThis paper presents the results of the study of the use of ICT between male and female teachers of secondary schools in Tanzania, where Dodoma municipality was used as a case study. The main aim was to establish the differences between male and female teachers in awareness and using ICT and attending ICT short trainings. The data were collected using questionnaires in which 231teachers from 16 secondary schools were randomly sampled. Using Chi-square tests as measure of association with p-values, the study found there is a gender imbalance of the use of ICT tools and ICT course attendance in Tanzania. Results also revealed on the comparable awareness and use of ICT applications between the groups of teachers but with larger number of male teachers seems to use ICT tools than females in both science and non-science subjects. Teachers with more than 30 years of experience demonstrated higher usage of ICT tools but seemed to find difficulties in the use of ICT applications. Understanding gender distribution on ICT areas among secondary school teachers is very important in order to utilize the ICT properly. This knowledge provides with government and stakeholder an understanding on how to balance and promote gender issues in education sectors for the betterment of the general public.enICT usageSchool teachersICT trainingsGender imbalanceICT educationDodoma municipalityICT applicationsArticle