UNCHARTED TECHNOLOGICAL TERRITORY: EXAMINING SECONDARY STUDENTS' UNDERSTANDING OF ICT INTEGRATION IN BENIN

Abstract

The integration of Information and Communication Technologies (ICTs) in educational settings has gained momentum worldwide, transforming teaching and learning practices. This study examines the current state of ICT integration in Benin's secondary school classrooms and explores students' perceptions of their science teachers' utilization of ICT tools. Despite the global trend toward incorporating ICTs, some educators remain hesitant due to factors such as limited training and technological apprehension. In this context, the Republic of Benin's commitment to ICT integration in its education system holds particular significance. Drawing upon the Project PIIES, which aimed to equip secondary and primary schools with computers, and subsequent government efforts, this research evaluates the impact of ICT adoption in Benin's classrooms. The research delves into students' insights about their science teachers' use of ICT tools and the challenges they perceive in this integration. By investigating students' perspectives, this study not only contributes to the design of tailored professional development programs for teachers but also provides insights for international partners investing in Benin's education sector. The study sheds light on the effectiveness of past initiatives and the extent to which they have fostered a conducive environment for ICT-based learning. Through examining the realities of ICT integration and identifying obstacles faced by both teachers and students, this research offers valuable recommendations for enhancing the educational landscape in Benin and beyond