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How can I encourage multi-stakeholder narrative and reflection on the use of ICT in Teacher Professional Development programmes in Rwanda?

Authors
Publisher
Dublin City University
Publication Date
Keywords
  • Education
  • Information And Communication Technology
  • Teacher Professional Development
  • Action Research
  • Living Theory
  • Activity Theory
  • Most Significant Change.
Disciplines
  • Linguistics

Abstract

This is an action research enquiry into how I can improve my practice to encourage multi-stakeholder narrative and reflection on the use of Information and Communication Technology (ICT) in Teacher Professional Development (TPD) programmes in Rwanda. I examine the complexity of the ICT-TPD landscape in the Africa Region. I describe two action research cycles in which I attempt to encourage reflection on ICT in professional development in Rwanda. In each cycle I explore the potential of an Activity Theory lens for probing the issues and examining the perspectives of the stakeholder community of teachers, teacher educators, curriculum developers and researchers affiliated to national ICT in TPD programmes and initiatives. I integrate a “Most Significant Change” narrative technique to engage participants in telling stories of significant change in their practice with technology integration. Through the rigour of the action research living theory approach I come to a number of conclusions about my own values and how I actually live my values in practice as I engage with partners in discourse and reflection for mutual learning on the issues of ICT integration in Teacher Professional Development.

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