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

He Haiyan,Zhao Yiyi,Sabin Hitimana,Sylvestre Munyengabe

doi:10.12973/ejmste/79044

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.

Highlights

Information Communication Technology (ICT) was proven to be influential in everyday activities of different organizations (UNESCO, 2015)
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 One Laptop Per Child (OLPC) program and the contributions of different stakeholders for implementing OLPC program in primary schools of Rwanda
The findings resulted from qualitative data collected through interviews and focus group showed the teachers’ perceptions towards the integration of ICT into teaching and learning through the implementation of One Laptop per Child program

Summary

Introduction

Information Communication Technology (ICT) was proven to be influential in everyday activities of different organizations (UNESCO, 2015). The adoption of using ICT tools in education enhanced teaching and learning processes in different forms and levels of education (UNESCO, 2003; Vandeyar, 2015). One of developing countries like many others have adopted the integration of ICT into their education systems. Because of Rwanda 2020’ vision, the country has developed its will to develop citizens through the integration of ICT in all levels of its education system (Rwanda Vision 2020, 2000). The integration of Information and communication Technology (ICT) Policy in all levels of education in Rwanda was the one of the major goals which aims to raise the standards of ineffective centralized education system (Kayisire & Wei, 2016; Farrell, 2007)

Methods

Results

Conclusion