The Use of ICT
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This project will design and evaluate teacher development initiatives to support the introduction of ICT in Rwanda and South Africa. |
Primary schools can be an important vehicle for opening up the benefits of information and communication technology (ICT) to children and their communities. However, most teachers in low-income countries have had little or no exposure to ICT.
The aim is to raise teachers’ competence and confidence to use ICT in teaching and learning and introduce communities to ICT. The project benefits from collaboration with researchers in Chile, where thousands of schools have been linked into a single online network.
Lead Institution: Kigali Institute of Education
Contact: Jolly Rubagiza or Alphonse Uworwabayeho rubagiza@yahoo.com or rwabayeho@yahoo.fr
Findings in Rwanda
Basic ICT infrastructure that may impact on the provision of quality education exists in both primary and secondary schools. From the data collected during the baseline survey and immersion phases of the project in 2006 it was found that the least equipped primary school had 2 functional computers and the most equipped school had 7 functional computers. The least equipped lower secondary school had 11 functional computers and the most equipped had 32 functional computers. The basic infrastructure is provided by the state beyond which individual schools can get computers from donors or as a result of own initiatives or by chance.
The frequency of accessibility to computers by learners is varied. Slightly above 52% of learners have access to computers for one hour per week. Below 30% of the respondents have accessibility of up to 3 hours a week and below 10% have access of less than 30 minutes in a week and once a month. This implies that schools may be restricting learners to have easy access to the available computers or that schools may have restricted the use of computers to simple learning of ICT skills rather than using them as tools for learning other subjects or performing other teaching and learning activities.
The government encourages schools to work with communities in the use of ICT. However, 50% of the schools surveyed in 2006 indicated that they were not able to allow the neighbouring community to use the ICT resources in the schools. Reasons for this included scarcity and vulnerability of computers, unreliability of Internet connection, additional costs for technical support and electricity.
Evidence from workshops and discussions with teachers indicates that there is tension in the use of ICT for administrative tasks and for teaching and learning. Further, the use of ICT for teaching is mainly limited to the teaching of ICT skills rather than as a tool for subject teaching and learning in mathematics and science.
Discussions with focus groups of learners indicated that boys tend to be more exposed to ICT skills outside school than girls and therefore boys tend to be more involved in ICT assisted lessons. This challenges the assertion by teachers that boys and girls participate equally in ICT assisted lessons.
Anecdotal evidence from the annual workshops held in 2006 and 2007 with over 40 teachers from twelve partner schools indicates that engaging teachers in collaborative inquiry has a constructive impact on the teaching and learning process.
Data from school visits in 2006 and 2007 reveal that the level of ICT skills among teachers especially with regard to its use as a teaching and learning tool is low, notwithstanding government efforts to equip schools with computers and the short training given in ICT skills.
Preliminary findings -Findings from ICT research in South Africa
Teachers feel that their use of computers benefits their learners (Comments from teachers).
"I set up a data projector, and learners use it to share their knowledge by presenting their work to the rest of the class. This challenges argumentation and bringing the voice of the learner into the lesson".
"I have found a lot of information on good teaching practice, and am trying some new ideas with my learners. Most of the ideas have worked well, and lessons have been more interesting for them".
"I have several poorly sighted learners in my class. I can type up worksheets with a big font to help them read more easily".
"I think my lessons are now more interesting, and so learners enjoy them more and learn better".
Teachers feel learners benefit from using computers themselves, they gain confidence, self-esteem and renewed motivation.
"They have gained confidence. Many find they can do things that they have never tried before, and they feel pleased".
"Learners love working on computers. They are much better behaved in the computer centre, and the absenteeism rate has dropped".
"Learners feel empowered. They often know how to do things better than I do, and also often know more about a topic than I do".
"They learn well on the computer – it seems to hold their attention. They especially like the programs that give them feedback, and also which show them how things work. They can see and hear things that I cannot show them in an ordinary lesson".
"They learn to work more independently".
"Learners are more in charge of their work. They work more independently, and try to solve problems themselves rather than sitting back and waiting for me to help all the time".
"They learn to work collaboratively".
"They are learning to work together. They help each other with computer skills, and solve problems they encounter together".
Three of EdQual's research students are contributing to this project through their studies;
Kigali Institute of Education
Enrolled at: Graduate School of Education, University of Bristol
Topic area: Strategies to be used by lower secondary mathematics teachers within new technology environment
Also attached to Implementing curriculum change to reduce poverty and to increase gender equity
Dorothy Phumbwe, phumbwe@yahoo.com
Topic area: Effectiveness and Sustainability of Income-Generating Activities (IGAs) in Public Secondary Schools in Tanzania
Supervisors - Prof. Leon Tikly & Dr. Angeline M. Barrett
Kigali Institute of Education
Enrolled at: Graduate School of Education, University of Bristol
Supervisors: Prof. Ros Sutherland & Dr. Angeline Barrett
| Key Publications: |
| ICT Project Proposal Original proposal document submitted to DFID September 2005 |
| Country Display Poster Poster to promote the work of the RPC |
| ICT Literature Review June 2007 The use of ICT to support basic Education in disadvantaged schools and communities. Edmond Were, Jolly Rubagiza, Paul Denley, Ros Sutherland. |
Related Research
An assessment of the NEPAD e-School Initiative in the promotion of community health and poverty reduction in Kenya and Rwanda
This project assesses the potential of NEPAD e-School Initiative in using ICT in the promotion of community health and poverty reduction in Rwanda and Kenya. The project shares an understanding that the NEPAD e-School is a novel contribution to teaching and learning in African schools and that it has a definite impact on teacher training, content and curriculum development as well as community participation etc. It avers that the resource base within the NEPAD schools can revolutionise the outlook of communities especially if the ‘health point’ focus is invigorated. This is emphasised due to the prevalence of health problems and poverty in areas adjacent to the NEPAD schools in Rwanda and Kenya.
Lead researchers: Edmond Were, were59@yahoo.com Kigali Institute of Education; Madara Kotpo, Moi University
DEEP (Digital Education Enhancement Programme)
DFID-funded research into ICTs to support schools serving disadvantaged communities.
Imfundo Partnerships created by DFID for IT in education in Africa. Includes a knowledgebank.
InterActive Education A project to find out more about how ICT can be used more effectively to enhance teaching and learning across the UK curriculum with all phases from primary to post-16.
Kalafrica Kalafrica is a website-based source of information, news and networking for people interested in the design and use of learning technologies in Africa. It is part of the Kaleidescope series of resources but focused only on Africa. Researchers and research students particularly will find Kalafrica very helpful, but it also has links to useful material for those teaching with technology in Africa.
