Authors : Veroarimanana Rasoarijaona; Dr. Faly Tinasoa Andrianandrasanirina; Anjaratahina Minohasina Rahajarivelo; Herizo Rado Andriamanalinarivo

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/2n5nvyv5

Scribd : https://tinyurl.com/29kptauj

DOI : https://doi.org/10.38124/ijisrt/26May001

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Abstract : The integration of digital tools into pedagogy in Madagascar is an ongoing process, offering numerous opportunities to improve access to education and the quality of learning, while requiring particular attention to local issues and the capacities of the education system (Andriamihaja, 2020). However, the use of digital technologies in schools in Madagascar remains limited and fragile, primarily in public primary schools, due to infrastructural constraints, teachers' low digital skills, and a lack of appropriate digital resources (Rabenarivo et al., 2018). Indeed, the effectiveness of integrating digital technology into learning depends on a multitude of factors that go beyond simply providing equipment. Some public primary school teachers in the Fianarantsoa school district have tablets provided by the Ministry of National Education (MEN) to integrate digital technology into their teaching. This article aims to analyze the conditions for integrating digital technology into learning within the CISCO public primary schools of Fianarantsoa, highlighting the specific obstacles encountered by teachers that hinder the effectiveness of this integration. The goal is to propose more operational recommendations regarding access to, use of, and pedagogical competence in digital technology within these schools. The research is based on a descriptive qualitative approach, using questionnaires and interviews conducted with teachers, students, and principals of the public primary schools. In addition, classroom observation provided concrete data on digital teaching practices in real-world contexts. The analysis of teaching practices was carried out using the TPaCK model by Koehler and Mishra (2009). This model guided the interpretation of the interactions between technological, pedagogical, and disciplinary knowledge, in order to assess how teachers, integrate tablets into their practice. The results show that several factors can hinder the effectiveness of integrating digital tools into the teaching practices of primary school teachers. To explain this observation, the discussion mentions certain structural and institutional factors that emerge, such as the availability of digital infrastructure and equipment, the design of the digital school program, and the competence of teachers.

Keywords : Digital Integration, Digital Tools, Tablet, Teaching Practice, Teacher, Public Primary School.

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