This paper enlightens the contribution of ICT in teaching and learning mathematics especially in secondary schools of Rwanda. The paper is guided by 3 specific objectives: revealing what is being done by secondary schools’ mathematics teacher in implementing the government program related to use of ICT in teaching and learning process, highlighting the reasons behind the low level of out leaving students in ICT skills and proposing what can be done for proper involvement of ICT while teaching and learning mathematics in a secondary school of Rwanda.
It relies on both observation and discussion with secondary school mathematics teachers in Kigabiro of Rwamagana district. To draw a conclusion and formulate a recommendation, the writer bases on the results, discussion and criticisms made basing on different existing theories, models, and frameworks such as the TPACK framework, the theory of planned behavior (TPB), the Technology-Organisation- Environment (TOE) framework, the Unified Theory of Acceptance and Use of Technology (UTAUT) and Rogers’ diffusion of innovation theory.
Inhaltsverzeichnis (Table of Contents)
- INTRODUCTION
- Problem statement.
- Objectives
- Theoretical framework.
- Conceptual framework.
- Methodology
- RESULTS, DISCUSSION AND CRITICISMS
- CONCLUSION AND RECOMMENDATION.
- REFERENCES
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to critically examine the integration of Information and Communication Technologies (ICT) in teaching and learning mathematics within Rwandan secondary schools. It specifically investigates the effectiveness of these technologies in enhancing student learning and examines the factors that influence their successful implementation.
- The role of ICT in mathematics education in Rwanda
- The implementation of government programs related to ICT use in schools
- Factors contributing to the low level of ICT skills among graduating students
- Strategies for promoting effective ICT integration in mathematics classrooms
- The impact of ICT on student learning and performance in mathematics
Zusammenfassung der Kapitel (Chapter Summaries)
- INTRODUCTION: This chapter provides an overview of the importance of ICT in education and highlights the challenges faced by Rwandan secondary schools in effectively implementing ICT tools in mathematics classrooms. It also outlines the objectives and theoretical framework of the paper.
- RESULTS, DISCUSSION AND CRITICISMS: This chapter presents the findings of the research, analyzing the current situation regarding ICT use in mathematics teaching. It discusses the strengths and weaknesses of existing approaches and examines factors hindering effective ICT integration. This section also presents insights from various theories such as TPACK, TPB, TOE, UTAUT, and Rogers' Diffusion of Innovation Theory.
Schlüsselwörter (Keywords)
The primary keywords and focus areas of this paper include ICT, teaching, learning, mathematics, education, Rwanda, secondary schools, government programs, ICT skills, student performance, theoretical frameworks (TPACK, TPB, TOE, UTAUT, Rogers' Diffusion of Innovation Theory).
- Quote paper
- Jean Claude Harindimana (Author), 2021, Use of ICT in Math Class in Secondary Schools of Rwanda. A Critical Paper, Munich, GRIN Verlag, https://www.grin.com/document/1034906
