University teachers’ reflections on the use of ICT in physics teaching, successes and challenges: the case of Higher Education in Rwanda
2012 (English)Manuscript (preprint) (Other academic)
Aiming to understand the use and impact of ICT on university physics teaching in Rwanda, an interview study was conducted involving twelve physics teachers from three major universities in 2011. The investigation was intended to elicit accounts on the integration of ICT in the work, the access and challenges. Employing a social constructivist perspective to illuminate their experiences, the study revealed teachers’ eagerness to improve the teaching and learning of physics using ICT in a number of ways but also practical problems in the regular use of it. Based on the modelling approach and Government’s report (2010), it was inferred that the use of ICT in Rwanda is at the embryonic level type I and at a technology literacy level respectively, as it is applied to enhance traditional ways of teaching on its way to professional improvement. However, ICT needs to move to the stage where it can guide learners through complex problem solving and managing a dynamic learning environment to the transformative stage of knowledge production, experimentation and innovation prioritising student-centred learning.
Place, publisher, year, edition, pages
Social constructivist theory; higher education in Rwanda; physics teaching; ICT tools; interventions; transforming learning
IdentifiersURN: urn:nbn:se:liu:diva-85834OAI: oai:DiVA.org:liu-85834DiVA: diva2:573018