Developing the use of Information and Communication Technology to enhance teaching and learning in East African Schools :

Abstract

This review synthesises the literature on uses of information and communications technology (ICT) in primary and secondary schools in Sub-Saharan Africa (SSA), with a particular focus on; Commonwealth countries and on East Africa. It focuses on the role of ICT in improving the quality of learning and teaching in schools (Grades K-12) with reference to technologies appropriate for this context. In so doing, the review casts new light on the supporting and constraining factors that influence ICT integration in education in the region. In more detail we set the scene by auditing and evaluating both provision of ICT in schools and policy initiatives related to its use in supporting school learning and teacher education in East Africa. These include both national and school-level policies, financial investments and interventions. We delve below the surface to examine issues arising regarding access to and actual levels and types of use of digital technologies in East African schools. Key stakeholders and agents of change in ICT integration are identified, including national policymakers, school leaders and academics. Related to this we document and assess the impact of prominent past and current international and local initiatives to use ICT in widening access and participation, and in improving quality of teaching and learning in SSA schools. We explore the pedagogical, social, logistical and technical issues arising as we move on to characterise local needs and the facilitating factors and constraints on technology use in this developing context. Emerging issues include pedagogical awareness, approaches and skills as well as technical expertise, technology infrastructure (especially internet access, bandwidth, hardware and software provision), electricity supply and the potential of portable and alternative energy technologies, geographical dispersion and the role of community telecentres.

Teacher factors influencing classroom ICT use, such as their ICT literacy and confidence levels, are also identified, focusing on impacts of teacher training and continuing professional development, and on teacher beliefs and cultures of teaching. We conclude by drawing from the review a number of implications for further development of educational uses of ICT in East Africa and some suggestions for future research and professional development initiatives.