Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda

• Published in: Education and information technologies Vol. 30; no. 2; pp. 2673 - 2689
• Main Authors: Habimana, Olivier, Nduwingoma, Mathias, Ndayambaje, Irénée, Maniraho, Jean Francois, Kaleeba, Ali, Kamuhanda, Dany, Mwumvaneza, Evariste, Uwera, Marie Claire, Ngiruwonsanga, Albert, Mukama, Evode, Ntivuguruzwa, Celestin, Nizeyimana, Gerard, Nsabayezu, Ezechiel
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.02.2025; Springer Nature B.V
• Subjects: Academic Achievement; Active Learning; Authors; Classrooms; Communities of Practice; Competence; Competency Based Education; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Concept Formation; Correlation; Critical Thinking; Digital divide; Digital literacy; Education; Educational Change; Educational Environment; Educational Facilities Improvement; Educational Opportunities; Educational Quality; Educational Technology; Electronic Learning; Evaluative Thinking; Influence of Technology; Information Systems Applications (incl.Internet); Information Technology; Instructional Materials; Job Skills; Labor Market; Learner Engagement; Science education; Student attitudes; Student Interests; Student Needs; Student participation; Teaching methods; User Interfaces and Human Computer Interaction; Lower secondary; Basic computing; ICT in education; Active learning; Sciences
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-024-12904-8

This study explores the level of engagement with Information and Communication Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy headteachers, 40 teachers, and 344 students. Interviews, classroom observations, and surveys were used for data collection. Findings revealed a significant digital divide among students due to limited ICT literacy, time constraints, and limited access to computer devices. Also, the findings indicate that teachers faced various challenges, including underutilisation of ICT in science lessons, primarily due to inadequate digital competence. The study recommends strategies to enhance students’ digital skills through training programs and foster ICT-oriented teacher communities of practice via professional development to improve digital competence and innovative teaching methods.