Greener Journal of Educational Research

Greener Journal of  Educational Research Vol. 8(2), pp. 17-24, March 2018

 ISSN: 2276-7789  

Research Paper

Manuscript Number: 031018038

DOI Link: http://doi.org/10.15580/GJER.2018.2.031018038

 

Revolutionizing Education through Information Communication Technology: Progress and Challenges in Rwanda

  

Bizimana Benjamin (PhD)

  

Lecturer and Director of Quality Assurance and Academic Registrar, Institut d’ Enseignement Supérieur Ruhengeri, Rwanda.

 

Abstract

 

This study examined the extent of educational transformation in Rwanda through ICT focusing on progress and challenges. Based on Activity Theory, the study used quantitative and qualitative research approaches. Recorded materials including official records and reports, public, private and personal documents, were analyzed to trace documentary information on the phenomenon under study. The findings show that programmes, projects, plans and policies to promote ICT infrastructure, hard and soft, in education were put in place. However, given the achievements registered in infrastructure, access, awareness and skills, this integration is still far from being at its fullest. Discrepancies in access, awareness and skills were registered between rural and urban areas, among levels of education and among different clusters of end users. Indeed, the ICT tool-end user ratio is still very high at all levels of education. It was recommended that enough funds be allocated to ICT infrastructure and literacy in an equitable way to allow equal chances of access and awareness for all education end users, that is urban as well as far-flung areas, women and men, young and old and all levels of education. Furthermore, the provision of ICT tools should be accompanied with adequate funds for maintenance and replacement. Government paid technicians should be availed to educational institutions. The government should also learn from the experiences of countries where ICT in education has succeeded remarkably.

 

Keywords: Information Communication Technology, ICT Integration, ICT in education, Integration progress, Challenges, Rwanda.

Return to Content    [Full Article - PDF]

[Full Article - HTML]   [Full Article - EPUB]

Post-review Rundown

click Post-Review Page]

References

 

Aktaruzzaman, Shamim, H. R. & Clement, K. C. (2011). Trends and Issues to integrate ICT in Teaching Learning for the Future World of Education. International Journal of Engineering & Technology IJET-IJENS, 11 (03), pp. 114-119.

 

Ampofo, Y. S., Bizimana, B., Mbuthi, J., Ndayambaje, I. Ogeta, O. & Orodho, A. J. (2014). Information Communication Technology Penetration and its Impact on Education: Lessons of Experience from Selected African Countries of Ghana, Kenya and Rwanda. Journal of Information Engineering and Applications, 4(11), pp. 225-256.

 

Baek, Y., Jung, J. & Kim, B. (2006). What Makes Teachers Use Technology in the Classroom? Exploring the Factors Affecting Facilitation of Technology with a Korean Sample. Computers & Education, pp. 224–234. From: www.elsevier.com/locate/compedu.

 

Bocconi, S., Dini, S., Ferlino, L., Martinoli, C. & Ott, M. (n.d). ICT Educational Tools and Visually Impaired Students: Different Answers to Different Accessibility Needs. Genoa: Institute for Educational Technology-National Council of Research.

 

Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8 (1), pp.136-155.

 

Creswell, J. W., Klassen, A. C., Clark, V. L. P. & Smith, L. C. (2010). Best Practices for Mixed Methods Research in the Health Sciences. OBSSR.

 

Farrell, G. & Shafika, S. (2007). Survey of ICT and Education in Africa: A Summary Report, Based on 53 Country Surveys. Washington, DC: info Dev / World Bank. Available at http://www.infodev.org/en/Publication.353.html.

 

Fjeld, M., Lauche, K., Bichsel, M., Voorhorst, F., M., Krueger, H.& Rauterberg, M. (2002). “Physical and Virtual Tools: Activity Theory Applied to the Design of Groupware”. Computer Supported Cooperative Work 11, pp. 153–180.

 

Gasore, B. (2015, March 27). Government moves to transform One Laptop Programme. The New Times. From: http://www.newtimes.co.rw/section/article/2015-03-27/187315/.

 

Gutterman, B., Rahman, S., Supelano, J., Thies, L. & Yang, M. (2009). .Information & Communication Technologies (ICT) in Education for Development. New York: GIID.

 

Info Dev. (2013). Towards Transformation? ICT in Post-conflict Rwanda. Washington: International Bank for Reconstruction and Development/The World Bank. From: http://www.infodev.org/en/Publication.1195.html.

 

Kaptelini, N. V. & Nardi, B. (2012).Activity Theory in HCI: Fundamentals and Reflection. New York: Morgan & Claypool Publishers Series. From: www.morganclaypool.com.

 

Karsenti, T., Collin, S. & Harper-Merrett, T. (2012).Pedagogical Integration of ICT: Successes and Challenges from 100+ African Schools. Ottawa: IDRC.

 

Kofod-Petersen, A. & Cassens, J. (n.d).Using Activity Theory to Model Context Awareness. From: http://www.idi.ntnu.no/.

 

Kuutti, K.(2008).Activity Theory as a Potential Framework for Human-Computer Interaction Research. From: http://www.idi.ntnu.no/.

 

Kyalo, K. J. & Nzuki, M. D. (2014). Determinants of Information and Communication Technology (ICT) Integration in Tertiary Institutions. International Journal of Education and Research, 2 (3), 10p.

 

Mogalakwe, M. (2006).The Use of Documentary Research Methods in Social Research. African Sociological Review, 10 (1), pp. 221-230.

 

Mumtaz, S. (2000).Factors Affecting Teachers’ Use of Information and Communications Technology: a Review of the Literature. Journal of Information Technology for Teacher Education, 9 (3), 16p.

 

Murphy, E. & Rodriguez-Manzanares, M. A. (2008).Using Activity Theory and Its Principle of Contradictions to Guide Research in Educational Technology. Australasian Journal of Educational Technology, 24(4), pp. 442-457.

 

Nasaruddin, F. H & Ismayatim. W. F. (2013). Factors Affecting the Usage of Multimedia Teaching Tools by Schoolteachers.4th International Conference on Computer Science and Information Technology (ICCSIT'2013) Oct. 6-7, Dubai (UAE).

 

Ndayambaje & Orodho (2014). Provision and Usage of Computer and Internet Facilities at the College of Education of the University of Rwanda. IOSR Journal of Humanities and Social Science (IOSR-JHSS,) 9 (3) pp. 13-20.

 

Nicholas International Education Partners Ltd. (2014). Total Cost of Ownership: Contract Completion Report. Kigali: Department for International Development (DFID) of the UK Government, for the Government of Rwanda.

 

Orodho, J. A. (2017). Elements of Education and Social Science Research Methods (2nd Ed.). Nairobi: Kanezja Publishers.

 

Orodho, J. A., Nzabalirwa, W., Odundo, P., Waweru, P. N. & Ndayambaje, I. (2016). Quantitative and Qualitative Research: A Step by Step Guide to Scholarly Excellence. Nairobi: Kanezja Publishers.

 

Parks, S. (2000). Same task, Different Activities: Issues of Investment, Identity and Use of Strategy. TESL Canada Journal, 17(2), pp. 64-88.

 

Republic of Rwanda, Ministry of Youth and ICT.(2011). National ICT Strategy and Plan-NICI-2015. Kigali: Republic of Rwanda, Office of the President.

 

Republic of Rwanda, Ministry of Youth and ICT. (2017). Rwanda ICT Sector Profile – 2012: Measuring ICT Sector Performance and Tracking ICT for Development (ICT4D) towards Rwanda Socio-Economic Transformation. Kigali: Ministry of Youth and ICT.

 

The 2AgePro Consortium. (2009). Common ICT tools Used in Teachers’ Daily Work: Current State Description. Oulu: University of Oulu-Learning and Research Services.

 

Tachapondwa, S. M. (Ed.) (2013). Preparing your Dissertation at a Distance: A Research Guide. Vancouver: Virtual University For Small States of the Collon wealth.

 

Tinio V. L. (2002). ICT in Education. From: http://www.eprimers.org and http://www.apdip.net.

 

Unal, S. & Ozturk, I. H. (2012). Barriers to ITC Integration into Teachers’ Classroom Practices: Lessons from a Case Study on Social Studies Teachers in Turkey. World Applied Sciences Journal 18 (7), pp. 939-944.