Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation

摘要: This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational curriculum practices. sought evaluate the impact ICT- relation quality extent teachers’ transfer programme’s ideas classroom Data for collected using semi-structured survey instrument diaries kept maintain records activities events during period implementation. Findings revealed that expressed general satisfaction with content processes training programme; however, essential conditions support training’s level seemed not adequate Implications effective integrating organization practices have sustainable teaching learning particularly regions similar contexts are discussed.