"This timely book presents the latest scholarly research on the integration of Information Communications Technology (ICT) for enhanced STEM education at African schools and universities. Offering cutting-edge research on STEM and digital education in Africa, the book will appeal to researchers, postgraduate students and scholars in the fields of STEM education, ICT education, digital education and pedagogy"--
This timely book presents the latest scholarly research on the integration of Information Communications Technology (ICT) for enhanced STEM education in African schools and universities.
Featuring critical discussion and illustration of key data-led arguments, this volume gives a comprehensive picture of the breadth, complexity, and diversity of issues present in different African countries. It highlights a diverse range of topics such as approaches to ICT integration, the use of digital technologies to support inquiry-based learning, teacher development, and contextual issues in ICT integration for STEM education. Chapters feature contributions and shared experiences from prominent science educators and researchers from across African regions, and demonstrate findings and reflections on emerging trends, pedagogical innovations, and research-informed practices on ICT integration in STEM education.
Offering cutting-edge research on STEM and digital education in Africa, the book will appeal to researchers, postgraduate students, and scholars in the fields of STEM education, ICT education, digital education, and pedagogy.
This timely book presents the latest scholarly research on the integration of Information Communications Technology (ICT) for enhanced STEM education at African schools and universities.
1. Translating Policy to Practice: The Status of ICT in STEM Education
in South Africa
2. ICT Integration in Zambian High School STEM Education
3.
Technology Integration in STEM Eduction: "ICT", "T" or "t": Egyptian STEM
Schools 4. Implementation of ICT Integration in STEM Curriculum: A Case of
Secondary Schools and Higher Education Institutions (HEIs) in Zimbabwe
5.
ICT Integration in STEM Education in Rwanda: A Review of the Literature
6.
Contextual and Personal Determinants of Nigerian Science Teachers' Intention
to Use Online Platforms for Inquiry-Based Learning
7. The Interface Between
Human Experience and the Pedagogy of Teaching Complex, Abstract STEM Concepts
Online
8. Pre-service Teachers' Experiences of Teaching Mathematics Online
During Practicum in an African Context due to COVID-19
9. Teachers' TPACK
Readiness to Teach Mathematics with Technology: A Case Study of a Private
High School in South Africa
10. A Systematic Review of Science Teachers' and
Lecturers' Beliefs and Perceptions About the Transition to Online Teaching in
Southern Africa
11. Promoting Pre-service Teachers' TPACK Development in an
Education Science Course
12. Current Status and Future Perspectives on the
Integration of Virtual and Augmented Reality in STEM Education in African
Schools and Perspectives
13. Reflections and Future Directions for ICT
Integration in STEM Education for Africa
Umesh Ramnarain is Professor in Science Education, and Head of Department in Science and Technology Education at the University of Johannesburg, South Africa. His main research interest is inquiry-based science education, with a particular focus on its uptake in South African classrooms, where the unequal funding policies of the previous Apartheid education system have resulted in learning contexts that are complex and diverse. His research has been published in top-tier journals such as International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching, Chemistry Education Research and Practice, and Teaching and Teacher Education.
Mdutshekelwa Ndlovu is an NRF rated Professor of Mathematics Education at the University of Johannesburg. He has more than 40 years experience as a teacher and lecturer. He has more than 50 publications primarily in mathematics education, and has delivered several keynote addresses.
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