Overview

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.

Full Product Details

Author:   Umesh Ramnarain (University of Johannesburg, South Africa) ,  Mdutshekelwa Ndlovu (University of Johannesburg, South Africa)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9781032226682

ISBN 10:   1032226684
Pages:   230
Publication Date:   21 July 2023
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"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"

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Author Information

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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