Mathias Nduwingoma’s research while affiliated with University of Rwanda and other places

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.

Regardless of the investment that has been made in terms of Information and Communication Technology (ICT) in education in Rwanda secondary schools, poor performance in science subjects is still an issue. Therefore, this study examined teachers' perceptions on ICT-driven collaboration during teaching and learning. It investigated the collaborative tools used by students and the challenges they encounter. The study primarily utilized a descriptive survey with structured questionnaires. The data were collected from a sample of 10 Deputy Head Teachers, 40 science teachers, and 354 ordinary level high school students across the 10 selected schools in Rwanda. The study revealed that over 60% of science and basic computing teachers use online platforms for knowledge sharing and professional development. However, the findings revealed limited collaboration in designing ICT-led learning activities and using cloud storage for sharing teaching materials. Limited ICT skills, a lack of ICT gadgets, and unreliable internet connectivity contribute to students rarely or never using ICT collaborative tools.