Changing Africa`s Instruction Framework through Science, Technology, Engineering and Mathematics (STEM) with Information Technology: Challenge and opportunity

• In Event: Multicultural Education and Global Competencies

Abstract

The role that ICTs played in altering Africa's Instruction Frameworks (AES) for STEM subjects and courses is discussed in this paper. The paper focuses on Africa's positive progress in using ICT to improve education by providing instructors with serious ICT skills training, increasing the number of ICT devices and applications in schools, and expanding living labs (LLs) and development centers (InnoSpace). Using a number of case studies from sub-Saharan Africa, we begin by describing some of the obstacles that must be overcome before integrating ICTs into classroom instruction. Next, we present some of the most important past and current ICT activities that are promoting the use of ICTs in schools. As a transformative strategy for coordinating ICTs in AES, we encourage demonstrating various ICT-based instructional models. In addition, we provide a variety of ICT platforms, such as LLs and InnoSpace across the landmass, that are intended for the delivery of educational benefits in disadvantaged African societies (such as country regions). Finally, we draw attention to our fundamental findings and perceptions regarding opportunities and future research directions for ICT in education in Africa. Our point is to supply a couple of decides and ensure that Africa reliably meet the 2030 Consolidated Nations Possible Headway Objective number 4, which is to ensure far reaching and quality guidance for all and advance well established learning, particularly using ICTs.

Authors

• Stephen Croffie-Djan, Legacy Girls College

• Patrick Oston Ampong, African Institute of Mathematical Sciences/ACG Jakarta

• Francisca Boakye Ampong, University of Cape Coast/The Trust Hospital Company Limited