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ICT4D research shows that educational efforts to use computers in the classroom often fail (Botha and Herselman, 2015a, b; Marshall, Taylor, MacGowan, Kisanga, Ireson, Pima, Odetayo, Iqbbal, Sedoyeka, Musungwini, and Mugoniwa, 2016; Nsolly and Ngo, 2016). Failures can be attributed to lack of sufficient ICT infrastructure, teachers’ low technology and pedagogy knowledge, lack of teacher training, low interest by parent-teacher groups, and a focus on computer literacy rather than computer use (Botha and Herselman, 2015b; Marshall, et al., 2016; Nsolly and Ngo, 2016; Nkula and Krauss, 2015)