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This study explores the level of engagement with Information and Communication Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy headteachers, 40 teachers, and 344 students. Interviews, classroom observations, and surveys were used for data collection. Findings revealed a significant digital divide among students due to limited ICT literacy, time constraints, and limited access to computer devices. Also, the findings indicate that teachers faced various challenges, including underutilisation of ICT in science lessons, primarily due to inadequate digital competence. The study recommends strategies to enhance students’ digital skills through training programs and foster ICT-oriented teacher communities of practice via professional development to improve digital competence and innovative teaching methods.
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The datasets generated during and/or analysed during the current study are available from the corresponding author upon reasonable request.
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The authors acknowledge the financial support from Leaders in Teaching.
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University of Rwanda-College of Education, Kayonza, Rwanda
Olivier Habimana, Mathias Nduwingoma, Irénée Ndayambaje, Jean Francois Maniraho, Ali Kaleeba, Dany Kamuhanda, Evariste Mwumvaneza, Marie Claire Uwera, Albert Ngiruwonsanga, Celestin Ntivuguruzwa, Gerard Nizeyimana & Ezechiel Nsabayezu
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Habimana, O., Nduwingoma, M., Ndayambaje, I. et al. Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12904-8
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Received : 05 January 2024
Accepted : 11 July 2024
Published : 29 July 2024
DOI : https://doi.org/10.1007/s10639-024-12904-8
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