Barakabitze, Alcardo AlexKitindi, Edvin J.Sanga, CamiliusKibirige, GeorgeMakwinya, Noel2023-03-272023-03-272015http://www.suaire.sua.ac.tz/handle/123456789/5116ArticleThis study was conducted purposely following various initiatives and programmes by the Government of Tanzania to incorporate ICT in education since 2007 with the National ICT policy theme “ICT for improved education”. The study provides insights regarding secondary school students’ skills and attitudes in effective use of information and communication technology. The study was a co-relational and cross-sectional survey biased to the quantitative approach involving students, ICT teachers and school administrators. A total of 246 students from six public secondary schools in Tanzania were involved in this study. Primary data were collected using a self-administered questionnaire. Using inferential and descriptive analyzes, results show that, secondary school students do not have enough skills on effective use of information and communication technologies. However, students have basic knowledge in different aspects of ICTs particularly Internet and various hardware and software available in Tanzania. The implications to the approach of teaching and learning of ICT subjects in secondary schools, its evaluation and assessment and future initiatives related to ICT educations and infrastructure development have impacts towards creating a well-connected society. It is therefore recommended that secondary schools should provide enough ICT tools for students’ hands-on experiences. The utmost end result of integrating ICT in secondary education system will eventually be the economic engine of Tanzania by preparing her students for the knowledge based economyenICTsAttitudeTanzaniaPublic secondary schoolsSecondary education studentsComputer literacyArticle