In this study, the current challenges facing education administrators, teacher trainers and science teachers in two contrasting countries - the Gambia and Jamaica - were explored in an effort to identify ways in which ICT could be utilised to improve the quality and effectiveness of science teaching in similarly developing countries. Whilst teachers in these countries are universally in favour of employing ICT-based methodology in their classrooms and laboratories, a difficult mix of politics, bureaucracy, financial uncertainty and under-developed support infrastructures combine to make progress in these aims rather slower than all interested parties would hope for. There are very encouraging signs, however, that the vision for improved access to and use of ICT in support of teaching is beginning to take shape in these countries as the potential benefits become clearer to the various stakeholders.
Centre for Science Education, Sheffield Hallam University, Sheffield, UK, 81 pp.
Final report of a research project to explore the use of ICT as a means of ways of developing the expertise of science teachers in developing countries.