Teachers and students perception of smart classrooms usage in Rwanda: A case of secondary schools of Huye District

Abstract

The purpose of this study was to investigate the perceptions of teachers and students toward Smart Classrooms usage in Rwanda: A case of secondary schools of Huye District. To achieve the above mentioned purpose, the study answered the questions related to teachers and students’ perceptions towards smart classrooms in secondary schools, teaching and learning activities teachers perform in the smart classrooms and the possible challenges regarding smart classrooms as well as related mitigating strategies. Previous studies revealed the mismatch between what teachers valued as important and what they practiced. Teachers may value ICT, but that does not necessarily mean that they will practice it. To this end, the teachers’ adoption of Smart classroom depends on teachers’ predispositions and understanding of their roles in ICT like ICT support training, technical and teaching support, ICT literacy network and various other circumstances and influences. Also, some researchers found that traditional class is more effective than smart classroom due to inefficient Smart classroom teachers, time consuming, learners who do not have opportunity to take more or less time to share or construct knowledge in the classroom and Smart classroom instructions that are not suitable for all students, (Jena, A K 2013). On the other hand, research revealed that teachers and students need schools and classrooms to be equipped more, starting with computers with internet, projectors, and Smart boards. Furthermore, the types of interactive curriculum and applications online is far more motivating and engaging for students than old school paper and pen activities. Smart classroom increases learners’ engagement hence teachers use it for searching teaching and learning materials, preparation of lesson notes as well as sharing resources and experiences. Furthermore, researchers revealed that lack of electricity and Internet connectivity, ICT resources not fully utilized and theft of ICT equipment and teachers’ attitude toward smart classrooms are the key barriers to effective use of Smart classroom. Several literatures accessed so far were only focusing on the management of smart classrooms and its effectiveness on learners’ performance in the context of Rwandan, but no available study investigated on perceptions of teachers and students for Smart Classroom and its usage in Rwanda, as it is the new strategy adopted by the Ministry of Education to strengthen ICT in all levels of Education. To find out the answers to the three research questions mentioned above, the study followed a convergent parallel mixed methods design which involved a concurrent parallel collection of both quantitative and qualitative data, a separate data analysis, and an integration of both quantitative and qualitative results for a thorough understanding of the investigated problem. In the current study, a sample of 20 head teachers and 20 deputy head teachers in charge of studies were selected vii purposively while 170 teachers and 393 students were selected using Slovin’s formula for sample size determination. Qualitative data were analyzed through Microsoft Excel and SPSS by descriptive statistics. Besides, qualitative data analysis was followed by thematic analysis. During the analysis the respondents said that Smart classroom help them to prepare different school activities such as assignments, developing lesson plan and other school documents, learning form expert teachers the updated pedagogical skills, and searching for various information in general. Various activities like create materials for students, post information to website to assist students learning, listening activities, speaking activities, performing tasks required by REB, MINEDUC, were found during the data analysis, challenges such as insufficient technological devices, unskilled teachers, short time for using Smart classrooms and unskilled students since some students don’t have basic knowledge on how to use a computers and other different technological devices which can help them in learning process were sorted out. During the focused group discussion, deputy head teachers in charge of studies mentioned that Smart Classrooms are being used as a tool of learning for both students and teachers, since they intervene in downloading videos, images and documents related to the curriculum and learning teaching materials. Furthermore, learning from expert teachers and students, computer skills learning activities, and doing report easily, among others, have been highlighted. This study recommended that clear guidelines and timetable related to the proper use of smart classrooms must be put in place to avoid misuse of Smart classrooms for both teachers and students, as teachers confirmed that there are no clear guidelines governing smart classrooms at school level. additionally, teachers must incorporate smart classrooms in their lessons to equip students with competencies and skills helping them to be competitive worldwide. Finally, school management should be reformulated hence headteachers blamed MINEDUC and REB to give hard punishment to the leaders who miss computers and other technology devices without an intensive investigation.