Volume: 4 Issue 9 [September 2021]

Article:Use of ICT Tools by Kinshasa Primary Schools Students both During and After Class: State of Places and Perspectives

Author: MANDA BENJAMIN KISIMBA

Volume: Vol 4, Issue 9; September 2021

DOI: North American Academic Research, 4(9) 33-43 September 2021, https://doi.org/10.5281/zenodo.5512795

Abstract: The field of ICT has profoundly changed the organization of traditional methods of teaching and learning in the world education systems; that largely affect daily habits in schools and in families. The key stakeholders, namely principals, teachers, parents and students are called to lead, teach and learn differently. A disgusting observation has already been deplored: the culture of the use of ICTs in school curricula in Democratic Republic of Congo is still considered as a luxury in certain regions of the country, and even in the capital city. The low investment in computing tools by the principals and parents, the inexistence and / or the relatively high costs of internet access, the lack of skills and training required to teachers and parents in this area, etc. are not promoting the good popularization of the importance of ICTs for the integral development of future executives of the Nation. It is within this framework that this paper had the objective to conduct a study on the use of ICT by the students in primary schools in Kinshasa during and after class, in order to assess the current situation, and to propose solutions, with the aim of contributing to the effectiveness of the integration of this field into the daily lives of students at school and at home. We opted for a mixed research method: quantitative and qualitative, administered by questionnaires, and semi-structured interviews to 108 participants including 3 principals, 45 parents and 60 teachers from 3 different primary schools. After analyzing data, the results reveal that the use is definitely palpable with the manipulation of computers (especially at school) and phones (on a large scale at home), but disparities are noted which prevent a good assimilation of ICT by the students: whether for teachers and parents, lack of resources, low level of knowledge and skills, are parameters that reduce the use of ICT by students.

Comments