Dictoral thesis (PhD Computer Science)This study sought to develop a model that could be used to hasten technology integration for out-of-school time (OST) primary school learning, leading to improvement in academic performance. Using developmental design, the study deployed a mixed research approach where a total of 730 participants were involved (i.e. 16 government officials, 3 non-government officials, 2 University experts, 402 primary school learners, 205 parents and 102 teachers) from Dar es Salaam, Arusha and Mwanza regions of Tanzania. The model was informed by the qualitative and quantitative insights gained from general theoretical reviews, current practices, stakeholders' opinions and experimental measurements. Through implementation processes, the model performed as a tool for further discoveries where the best technology design preferences and best practices of its use were discovered from the stakeholders. Along with the implementation processes was the experimental measurements which concluded at 95% confidence level that, the model had the ability to improve the turnover, timeliness, intensity and initiative of technology use; and ultimately, improve the academic achievements in both OST and in-school works. Among other things, capacity building for stakeholders especially teachers, is commended for effective technology integration in primary school contexts. Further studies to investigate how the proposed model can be implemented in other contexts such as secondary schools, and how it can be used in combination with classroom based models is recommended.