Integrating ICT into Schools in Sub-Saharan Africa: From Teachers' Capacity Building to Classroom Implementation

Autor/in	Agyei, Douglas Darko
Titel	Integrating ICT into Schools in Sub-Saharan Africa: From Teachers' Capacity Building to Classroom Implementation
Quelle	In: Education and Information Technologies, 26 (2021) 1, S.125-144 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agyei, Douglas Darko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10253-w
Schlagwörter	Technology Integration; Information Technology; Capacity Building; Curriculum Implementation; Classroom Techniques; Transfer of Training; Professional Development; Inservice Teacher Education; STEM Education; Teacher Attitudes; Program Effectiveness; Foreign Countries; Kenya; Tanzania; Uganda; Ethiopia; Ghana; Nigeria + Suchen Sie Ihr Suchwort? Informationstechnologie; Klassenführung; Training; Transfer; Ausbildung; Lehrerfortbildung; STEM; Lehrerverhalten; Ausland; Kenia; Tansania; Äthiopien
Abstract	This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers' transfer of the programme's ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training's ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01