Abstract or Introduction
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.
- 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