Information and Communication Technology (ICT) Integration and Teachers’ Classroom Pedagogy in Selected Secondary Schools in Nyanza District- Rwanda

Abstract

The aim of this research project was to analyze the influence of integration of ICT in education on teachers’ classroom pedagogy in secondary schools in Rwanda, specifically in Nyanza District. This research project was guided by the following specific objectives: To assess the level of ICT integration in teaching and learning process in selected schools in Nyanza District; to determine the level of teachers’ classroom pedagogy in selected schools in Nyanza District, and to establish the relationship between ICT integration and teachers’ classroom pedagogy in selected secondary schools in Nyanza District. This study used a descriptive research survey design. The data in this study were gathered from head teachers and teachers from sampled schools. The sample size in this study was 84 respondents out of 132. Purposive and simple random sampling techniques were adopted to obtain the required number of respondents. Questionnaire and interview guide were used as main tool for collecting primary data. To ensure validity and reliability of research instrument a pilot study was conducted in schools, which were not included in the study sample. After data collection, the research analyzed the quantitative data with the aid of a statistical package for social sciences version 23.0 while qualitative data were analyzed using content analysis. The results of the study indicated that teachers integrate ICT in teaching and learning process as shown by the mean of 3.42 which expressed as high mean and the study found that both teachers and students use ICT tools and equipment during teaching and learning process. To the second objective, the findings of the study indicated that ICT is important tools that influence syllabus coverage, content delivery and record keeping in education setting. In this study, majority of respondents indicated that ICT had a positive impact on teachers’ classroom pedagogy as shown by high mean of 3.84 on syllabus coverage; mean of 3.90 on content delivery and mean of 3.89 on record keeping. The findings on this objective suggested that level of teachers’ classroom pedagogy has improved because of ICT integration in teaching and learning process. The results on the third objective revealed that there is a strong positive relationship between ICT integration and Teachers’ classroom pedagogy due to the correlation coefficient of 0.803**.

Keywords: ICT integration, information Technology, Information Communication Technology, Teacher’s classroom Pedagogy, Integration.