Teacher factors influencing classroom use of ICT in Sub-Saharan Africa.

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dc.contributor.author Hennessy, Sara
dc.contributor.author Harrison, David
dc.contributor.author Wamakote, Leonard
dc.date.accessioned 2021-07-19T07:14:35Z
dc.date.available 2021-07-19T07:14:35Z
dc.date.issued 2010
dc.identifier.citation Hennessy, S., Harrison, D. & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale Online Journal of African Studies, 2 (2010) 39- 54. en_US
dc.identifier.issn 2043-6165
dc.identifier.uri http://hdl.handle.net/20.500.12283/775
dc.description Article en_US
dc.description.abstract This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21st century. Key words: ICT; Sub-Saharan Africa; Pedagogy; Technology; Technological Literacy; School; Teacher Education en_US
dc.description.sponsorship Busitema University en_US
dc.language.iso en en_US
dc.publisher Busitema University en_US
dc.subject Sub-Saharan Africa en_US
dc.subject Pedagogy en_US
dc.subject Technology en_US
dc.subject Technological Literacy en_US
dc.subject School en_US
dc.subject Teacher en_US
dc.subject Education en_US
dc.title Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. en_US
dc.type Article en_US


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