Revolutionizing Education through Information Communication Technology: Progress and Challenges in Rwanda
Information Communication Technology (ICT) is largely seen as an engine of positive change in education. This study examined the extent of educational transformation in post-war and post- genocide Rwanda, Based on activity theory, the study used qualitative research methods specifically document analysis to investigate progress made and challenges faced. Recorded materials including official records and reports, public, private and personal documents, published and unpublished, were analyzed to trace information on the phenomenon of ICT in education in Rwanda. The findings show that programmes, projects, plans and policies to promote ICT in education were put in place. However, despite the achievements registered in infrastructure development, awareness creation and skills development, integration of ICT in education is still far from being at its fullest. Discrepancies in access to ICT and in ICT skills were registered between rural and urban areas, The study therefore recommended that enough funds be allocated to ICT infrastructure and ICT literacy development to allow equal access to ICTs by rural and urban populations. Furthermore, the provision of ICT tools should be accompanied by adequate funds for maintenance and replacement and Government paid technicians should be availed to educational institutions. The government should also learn from the experiences of countries where ICT in education has succeeded remarkably well.