Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

Abstract

Identifying teachers' perceptions for integrating ICT into teaching and learning processes through the implementation of One Laptop Per Child (OLPC) program in primary schools of Rwanda was the main target of this study. The study employed qualitative approach where thirty primary schools' teachers participated into this study through interviews and group discussions designed for the research questions. Questions and discussions were related to benefits of ICT in education; requirements to integrate ICT into teaching and learning practices; challenges hindering the implementation of OLPC program and the contributions of different stakeholders for implementing OLPC program in primary schools of Rwanda. Through thematic analysis of data, the program was found to be influential to teachers, learners and stakeholders of primary schools in Rwanda. In order to be fruitful, the integration of ICT through implementation of OLPC program requires to help teachers to acquire skills related to Technological Pedagogical Content Knowledge (TPACK). The study also suggested different solutions and strategies related to all identified challenges.

Information Communication Technology as Catalyst for Pedagogical Changes to Generate a Smart Manpower Requirement in Developing Countries

“…Today' education system influences largely the development of countries by generating the required skills for 21st century (Munyengabe et al, 2017b). Furthermore, this contribution shapes heavily different reforms and innovations undertaken to render the education system much better for meeting all educational expectations.…”

“…ICT use has contributed a lot by increasing education quality. For example, a recent study of Munyengabe and his co-authors has shown in deep the importance of ICT for teachers, learners, parents and many other stakeholders in education system (Munyengabe et al, 2017b). According to Tarus et al (2015), the use of ICT in teaching and learning has been shown by its importance expressed by online course materials, where for example, teaching and learning can be accessed 24 hours a day, without limitations.…”

“…For instance, it has been evident that the access to required information that employees would use in their everyday activities could not be reachable at work once there is no access to the internet required to retrieve information. According to Munyengabe et al (2017b), Beauchamp and Parkinson (2008), integrating technology into education systems effectively requires a funding plan to attain all needed material and tools that would enhance the gain of enough information. The barrier of budget constraint is the main root of poor accomplishment of all plans in the integration of ICT in education as well in many other working agencies that would serve ICT as their primary tools to develop their human resources (Kayisire & Wei, 2016).…”

“…In the Education sector, it is believed that it is important that children become familiar with ICT at an early age, because they need those skills for their future education as well as in their adulthood (Burkhardt et al, 2003;Heeks, 2016;Tully, 2014;UNESCO, 2015). The use of ICT is very crucial in promoting the efficiency of education in different levels of Education specifically Pre-Primary education, Primary, secondary and Tertiary education (Heeks, 2006;Hinze & Plautz, 1988;Munyengabe et al, 2017b).…”

Motivation to pursue PhD Studies in Mathematics and Sciences Studies among International Students in a Research University

“…Mathematics and sciences studies have proven to be influential studies in the development of countries (Munyengabe et al, 2017c). Nowadays, exchanges programs and mobility of international students has increased in different countries in order to gain the quality education (OECD, 2012).…”