There is no doubt that the use of technology, notably, computers, has improved education, or the teaching and learning process.

Computers have made education enjoyable, more interactive, and have created self-motivated learners.

According to the Ministry of Education, the uptake of Information and Communication Technology (ICT) in the education sector is at 64 per cent and 55 per cent in primary and secondary schools respectively.

Ronald Wandira, the head of the humanities department at Riviera High School and year leader—advanced level—at Rwanda Education Board (REB), says computer use has and will contribute to the promotion of the self-reliance of Rwanda through provision of knowledge, skills, attitude, and values.

Computing solutions, he says, can enhance the nation’s dignity and peace, as well as develop the respect of others, which is a key value for the development of the country.

All study materials for Rwanda schools are available on the REB website, this, Wandira says, implies that learners and their teachers must have access to computers so as to get notes, teachers’ guides, and the syllabus.

The impact

Moses Ssenyonjo, the director of Rwamagana Leaders School, says teachers have and will be impacted in several ways.

With computers, he says, the time spent on planning is reduced, and teachers become more knowledgeable, with up-to-date information.

"For the country, as you know, we have the great goal of becoming an ICT hub in the region and beyond, therefore, equipping learners and teachers with computer skills and competencies speeds up the goal realisation,” he says.

Wandira says when a teacher learns too, more learning takes place among the learners.

He further notes that the use of computer-based instructions will enhance secondary school teachers’ ICT competency and continuous professional development. As time goes on, he says, new trends emerge.

"That is why teachers today are compelled not only to learn about computers, but more importantly, be able to use computers and enhance their teaching and meet the essential needs for continuous professional development,” he says.

Various studies have confirmed that successful integration of ICT in education, skills acquisition and transfer, can only be assured if teachers are also involved as key players.

Wandira says that computer literacy and investment in ICT were ascertained to serve not only in teacher training but also to enrich the educational outcomes.

"Truly, teachers need to be empowered and trained for the benefit of the entire education system,” he adds.

In Africa, a study conducted in Zimbabwe concluded that some educational challenges can be progressively alleviated if teachers’ capacity building is taken among top priorities. 

Also, a study that captured Ghana, Kenya and Rwanda showed high government commitment to invest in ICT and its use at different levels of education. 

How will this better the 21st-century learner?

Ssenyonjo says computers will better the 21st Century learner through creating more access to information and technology.

For instance, he says, today in Rwanda, many children know how to use smartphones; they can seek government services, know how to navigate the internet, and are updated with information. 

Therefore, he says, a computer literate learner is unstoppable.

Ssenyonjo adds that the world is also taking a more tech direction and it is learners who will play a very important role, it all starts today.

On the other hand, Sara Mutoni, a computer science teacher in Kigali, says students are able to use computers and search for information on their own, which controls their reliance on their teachers for knowledge.

In a nutshell, educators believe that computer usage in the teaching and learning process is very important, however, teachers need to be reminded that it does not put aside their responsibility and obligation to guide learners in the process.

Challenges

Despite efforts in computer provision, Mutoni says some challenges are yet to be solved.

For instance, she says, studies have reported that computers and Internet are still underutilised, and the level of educational resources and teacher training is yet to be marked satisfactory.

She believes that regardless of the quantity and quality of technology available in classrooms, the key to how ICT is used is the teacher.

Therefore, she says, teachers must have the competency and the right attitude towards technology.

In this case, competency refers to "the ability to combine and apply relevant attributes to particular tasks in particular contexts”. 

These attributes include high levels of knowledge, values, skills, personal dispositions, sensitivities, capabilities, and the ability to put those combinations into practice in an appropriate way. 

ICT competency describes what a teacher should know so as to be able to use technology in his/her professional practice. 

In today’s world where technology is shaping all aspects of life, Mutoni says it is important to think of the impact.

Ssenyonjo cites that many teachers are not competent enough in the usage of computers as an aid in the teaching and learning process.

He says the majority of them know the basics yet there is more that computers can do in the classroom. The same applies to school leaders or supervisors. 

Meanwhile, Mutoni says the lack of electricity in some schools has made it a challenge for teachers to use computers, even when the Ministry of Education provided laptops, yet the off-grid power supply seems expensive for many schools.

The Ministry of Education and many of its partners have created opportunities for teachers to be trained in computer usage.

Ssenyonjo adds that schools should encourage teachers to use computers, especially private schools.

"They should come up with arrangements that will enable teachers to own laptops. More training should be extended to inspectors and teachers, and connect more schools to the grid or off-grid power sources,” he adds.