• Investigating ICT-Led Engageme...

Treffer: Investigating ICT-Led Engagement with Content in Science and Basic Computing Subjects of Lower Secondary Schools in Rwanda

Title:
Investigating ICT-Led Engagement with Content in Science and Basic Computing Subjects of Lower Secondary Schools in Rwanda
Language:
English
Authors:
Olivier Habimana, Mathias Nduwingoma, Irénée Ndayambaje, Jean Francois Maniraho, Ali Kaleeba, Dany Kamuhanda, Evariste Mwumvaneza, Marie Claire Uwera, Albert Ngiruwonsanga, Evode Mukama, Celestin Ntivuguruzwa, Gerard Nizeyimana, Ezechiel Nsabayezu (ORCID 0000-0002-1377-9266)
Source:
Education and Information Technologies. 2025 30(2):2673-2689.
Availability:
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed:
Y
Page Count:
17
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Secondary Education
Descriptors:
Foreign Countries, Educational Technology, Technology Uses in Education, Secondary School Students, Secondary School Teachers, Access to Computers, Barriers, Technological Literacy, Time Factors (Learning), Science Education
Geographic Terms:
Rwanda
DOI:
10.1007/s10639-024-12904-8
ISSN:
1360-2357
1573-7608
Entry Date:
2025
Accession Number:
EJ1460538
Database:
ERIC

Weitere Informationen

This study explores the level of engagement with Information and Communication Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy headteachers, 40 teachers, and 344 students. Interviews, classroom observations, and surveys were used for data collection. Findings revealed a significant digital divide among students due to limited ICT literacy, time constraints, and limited access to computer devices. Also, the findings indicate that teachers faced various challenges, including underutilisation of ICT in science lessons, primarily due to inadequate digital competence. The study recommends strategies to enhance students' digital skills through training programs and foster ICT-oriented teacher communities of practice via professional development to improve digital competence and innovative teaching methods.

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