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.