Introducing ICT into schools in Rwanda: Educational challenges and opportunities

Rubagiza, Jolly; Were, Edmond; Sutherland, Rosamund

doi:10.1016/j.ijedudev.2010.06.004

Cited by 74 publications

(51 citation statements)

References 3 publications

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“…According to Ford (2007) limited access to infrastructure and electricity in combination with a high poverty rate has kept Kenya from making advancement in ICT integration in education. Rubagiza, et al (2011), reported the limited access to computers and other technologies in Rwandan schools negatively impacted how students learn to exercise control over technology and content. Integrating ICT in African schools will take time to overcome fundamental infrastructure deficits.…”

Section: Technology Integration In Kenyan Schools: a Balance Between mentioning

confidence: 99%

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme

Tondeur

Krug

Bill

et al. 2015

Technology, Pedagogy and Education

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This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education.2

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Section: Technology Integration In Kenyan Schools: a Balance Between mentioning

confidence: 99%

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme

Tondeur

Krug

Bill

et al. 2015

Technology, Pedagogy and Education

View full text Add to dashboard Cite

show abstract

“…De manera que el uso de las TIC en el aula está legitimando y reforzando el modelo de educación tradicional (Aguaded, Pérez, y Monescillo, 2010;Area, 2008;L. Fernández et al, 2014;Fernández, 2007;Losada, Karrera, y Correa, 2011;Protheroe, 2005;Quintero y Hernández, 2005;Rubagiza, Were, y Sutherland, 2011;Sanabria, 2006;Sipilä, 2011;Tilve, Gewerc, y Álvarez, 2009).…”

Section: Análisis De Las Prácticas Educativas Con Tic Desarrolladasunclassified

Análisis de los procesos de implementación del modelo 1:1 en aulas de Secundaria

Díaz

Sánchez²

2015

IJTEI

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En España, el Proyecto Escuela 2.0 ha incorporado el modelo 1:1 en los centros educativos de secundaria. Sin embargo, en la mayoría de los centros escolares no se percibe una plena integración de las TIC en las aulas y, por tanto, su uso normalizado en el proceso de enseñanza-aprendizaje. En el presente trabajo se pretende realizar una descripción y análisis del tipo de prácticas educativas que se están realizando dentro del modelo 1:1 en el contexto de tres Institutos de Educación Secundaria Obligatoria, para profundizar sobre el estado actual de los procesos de integración de las TIC.A través de la observación de aula y el análisis de las categorías registradas se puede observar que las prácticas educativas reproducen un modelo tradicional de la enseñanza y no pueden considerarse como experiencias innovadoras. De forma generalizada, las prácticas desarrolladas son individualistas y activas por parte del alumnado. Están basadas en ejercicios pre-elaborados de ensayo error y de corrección inmediata y que no favorece la colaboración entre el alumnado. Sin embargo, se puede afirmar que el uso del ordenador portátil favorece la motivación del estudiante hacia el aprendizaje, además de promover el cambio de rol docente a uno más de orientador y guía. No obstante, la organización y distribución del aula se ha visto influida de manera negativa por la introducción de las ordenadores portátiles en el aula, puesto que obliga a inmovilizar los mesas y establecer modelos tradicionales de organización.

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“…Some of the achievements reported are increase in schools with internet from 1 to 40, increase in internet service providers from 1 to 4, increase in 118% of mobile telephone subscribers and 341% of rural telephone lines (RITA, 2006). The results in terms of ICT adoption in schools are somewhat more mixed, with ICT penetration and use increasing in schools but the actual contribution of ICT to learning is reported to be more limited due to a lack of integration of ICT through school's curriculum (Rubagiza et al, 2011). The focus on diffusion of hardware needs therefore to be more strongly accompanied with a focus on utilizing ICT as a learning tool.…”

Section: Multi-stakeholder Partnerships In Ictmentioning

confidence: 99%

Multi-stakeholder partnerships for transfer of environmentally soundtechnologies

2011

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Introducing ICT into schools in Rwanda: Educational challenges and opportunities

Cited by 74 publications

References 3 publications

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme

Análisis de los procesos de implementación del modelo 1:1 en aulas de Secundaria

Multi-stakeholder partnerships for transfer of environmentally soundtechnologies

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