ICT implementation in schools has the possibility of greatly increasing the educational development of the students. However, the impact of ICT implementation is largely based on the use and participation of the teachers. A program, which builds on the InterActive Education project and works in conjunction with DFID-funded project, aims to develop and evaluate strategies for effective implementation and introduction of ICT support in education. The main focus is on mathematics and science based learning. The program focuses on the building the teachers capacity on the possible uses of ICTs in the classroom. In May 2006, various schools in both rural and urban areas of Rwanda were studied in order to examine the teachers knowledge of ICTs. The study found that in some schools the computers were being used by the students and the teachers were staying after to learn more themselves; however, in many schools the computers were very old and barely ever used. The program created an “interactive and iterative model of teacher development [that] involves a partnership of teachers, teacher educators and researchers working together to evaluate and develop ICT-based scenarios for learning science and mathematics” (Sutherland, 229). By instructing the teachers on how to use spreadsheets, simulations and other teaching tools, they became more equipped at being able to teach the students more in the future. The program seems to provide a successful way of using teachers as a method of ICT introduction into the classroom. It is important to remember that the teachers will not always use the skills they learned in the seminars and that constant communication with the teachers is vital in order for the success of the program. Integrating ICTs in the classroom by educating teachers is one of the best and most efficient ways of guaranteeing the success of ICTs in education. A lot of focus must be placed on the educational development of the teachers so they in turn can teach their students.
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