Rwanda International Conference On Technology in Education (RICTE) - Enhance Learning Through Technology

Timetable
Tue, 4 Sep
09:0009:30
09.3010:00
10:0010:30
10:3011:00
11:0011:30
11:3012:00
12:0012:30
12:3013:00
13:0013:30
13:3014:00
14:0014:30
14:3015:00
15:0015:30
15:3016:00
16:0016:30
16:3017:00
17:0017:30
17:3018:00
18:0018:30
18:3019:00
19:00-
Thu, 6 Sep
Plenary
Fri, 7 Sep
Coffee Break
Coffee Break
Panels
Panels
Lunch Break
Lunch Break
Lunch Break
Plenary
Plenary
Plenary
Coffee Break
Coffee Break
Workshops
Panels
Wed, 5 Sep
Plenary
Coffee Break
Plenary
Plenary
Registration*
Cocktail
Gala Diner
*Registration Times: Tue - 14:00-17:30; Wed, Thu, Fri - 07:00-19:00
Enhance Learning
through Technology
Rwanda International Conference on Technology in Education
2012
SERENA Hotel Kigali, 5-7 September 2012
Program and Abstracts
RICTE 2012 Organizing Committee

Head of Organizing Committee
Evode Mukama (Rwanda Education Board)
HoD- ICT in Education and ODeL Department
Scientific Committee
Bernard Bahati (Kigali Institute of Education), Bernard Nkuyubwatsi (Kigali Health
Institute), Christophe Nteziryayo (SFB), Connie Schmidt (ESRI Rwanda), Dan
Imaniriho (AUCA), Esron Uhagaze (ISAE), Gilbert Munyemana (National University
of Rwanda), Jean Paul Murekezi (National University of Rwanda), Jean Pierre
Niyodusenga (AUCA), Julia Reynolds (One Laptop per Child), Mathias
Nduwingoma (Kigali Institute of Education), Norman Schrpel (University of
Halle, Germany), Pedro Cuellar (One Laptop per Child)
RICTE International Advisory Board
Bruce Dixon (Anytime, Anywhere Learning Foundation), Claudia Urrea (One
Laptop per Child Global), Jerome Morrissey (GeSCI), Mary Hooker (GeSCI)
Technical Committee (Rwanda Education Board)
Alexis Nkurunziza, Claudine Nyirakaribu, Diane Sengati, Emmanuel Bikorimana,
Janvier Gasana, Joyce Musabe, Laurence Mukanyubahiro, Michel Gacumbitsi,
Seth Buhigiro, Vincentie Nyangoma
Program and Abstracts of the Rwanda International Conference on Technology in Education 2012
Copyright 2012 by the Rwanda Education Board. All rights reserved.
Copyright and Reprint Permission
Abstracting is permitted with credit to the source. Libraries are permitted to photocopy beyond
the limit of national copyright law. Other copying, reprint, or reproduction request should be
addressed to Rwanda Education Board, - ICT in Education and ODeL Department P O Box: 3817
Kigali, Rwanda. Email: ricte2012@reb.rw
RICTE Logo by Brian Vanderpol (whiteoutdesign@gmail.com)
Conference Proceedings Editors: Norman Schrpel and Evode Mukama
Cover Art Emmanuel Bikorimana
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Table of contents
Table of Contents
RICTE 2012 Organizing Committee
Theme: Enhance Learning through Technology
About RICTE
NComputing Enabling Education Globally to Achieve

More With Less
Practical information
10
Briefing Note to Session Chairs
12
Some Information on Rwanda
14
Panel Abstracts
Wed, 5 Sep 2012, 15:30-17:00 Panel VI Technology in
education policy - (Plenary Room)
Thu, 6 Sep 2012, 11.00-12.30 Panel I Access and
accessibility (Meeting Room)
Thu, 6 Sep 2012, 11.00-12.30 Panel II Curriculum and
content (Auditorium)
Thu, 6 Sep 2012, 11.00-12.30 Panel III Innovation and
development (Delegate Room)
Thu, 6 Sep 2012, 11.00-12.30 Panel IV Professional
development for educators (Salon Priv)
Thu, 6 Sep 2012, 11.00-12.30 Panel V Monitoring and
evaluation (Muhazi)
Thu, 6 Sep 2012, 11.00-12.30 Panel VI Technology in
education policy (Plenary Room)
Thu, 6 Sep 2012, 11.00-12.30 Panel VII Access and
accessibility 2 (Imbehe)
16
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16
20
24
27
30
34
37
41
Thu, 6 Sep 2012, 15.30-17.00 Panel I Access and

Thu, 6 Sep 2012, 15.30-17.00 Panel II Curriculum and
content (Board Room)
Thu, 6 Sep 2012, 15.30-17.00 Panel III Innovation and
development (Delegate Room)
Thu, 6 Sep 2012, 15.30-17.00 Panel V Monitoring and
evaluation (Muhazi)
Thu, 6 Sep 2012, 15.30-17.00 Panel VII Technology in
Education Policy 2 (Auditorium)
Fri, 7 Sep 2012, 11:00-12:30 Panel I Access and
Fri, 7 Sep 2012, 11:00-12:30 Panel II Curriculum and
content (Salon Priv)
Fri, 7 Sep 2012, 11:00-12:30 Panel III Innovation and
development (Auditorium)
Fri, 7 Sep 2012, 11:00-12:30 Panel IV Professional
development for educators (Board Room)
Fri, 7 Sep 2012, 11:00-12:30 Panel V Monitoring and
evaluation (Muhazi)
Fri, 7 Sep 2012, 11:00-12:30 Panel VI Technology in
education policy (Plenary Room)
Fri, 7 Sep 2012, 11:00-12:30 Panel VII Technology in
education policy 2 (Delegate Room)
Sponsors
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46
50
55
59
63
65
69
72
75
77
81
83
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Enhance Learning through Technology
Theme: Enhance Learning through Technology

New technologies for education of the last decade are providing numerous
opportunities for African contexts. As a key aspect of economic and social
development in the 21st century, technology presents the opportunity to re-think
all sectors and aspects of our lives as it pushes us to new ideas and innovation. In
education the powerful uses of these technologies provide learners, teachers
and learning communities in general (parents, high level officers, etc.) and
teachers with new tools by empowering them to create their own learning
environments. Technologies do not just help provide access to knowledge, but
also enable learners and teachers to think critically, to create content, to develop
problem-solving skills and to innovate. Despite the immense potential of
technology integrated education many challenges appear in the development,
understanding and implementation of these initiatives especially in Africa.
The present academic assembles contributions that put forth this 2012 theme
entitled enhance learning through technology. The Rwanda International
Conference on Technology in Education (RICTE) provides a forum for scholars
from different disciplines, including education science, sociology, anthropology,
computer science and engineering and may more, that are eager to learn, share,
and collaborate scholarly work and initiatives that, indeed, enhance learning
through technology, contributing to not only Rwandas aims in the education
sector but also those of the region, and, in essence, the world. RICTE 2012 will
be a rich assemblage of basic research in the field but also applied contributions
from scholars, practitioners, developers and other stakeholders that will give new
insights in the field and, perhaps, hint towards tangible outcomes. The
conference is designed to cover the main theme but related through a broad
range of subthemes. Subthemes are also attached with suggested areas of focus.
Subthemes (and Panels) of RICTE 2012
1. Access & Accessibility
2. Curriculum & Content
3. Innovation & Development
4. Professional Development for Educators
5. Monitoring & Evaluation
6. Technology in Education Policy
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Rwanda International Conference on Technology and Education
In the Call for Papers of the 2012 themes we asked contributions to be guided
by the following questions:
In what ways can technologies enhance learning and teaching?
In what context technology-based solutions most effective?
How can new technologies be contextualized? Which solutions are

available and what are their advantages and disadvantages?
How new technologies can be designed and implemented and by

whom?
What are the responsibilities of the private and the public sector?
Which challenges and which strengths do African contexts provide?
What are the future perspectives?
How can partnerships be designed and developed in order to create a

sustainable and significant change?
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About RICTE
The Rwanda International Conference on Technology in Education is an
international conference with the aim to provide a large number of leading
experts, from both the region and overseas, a forum for discussion and exchange
of information on research and development related to policy implementation,
access and accessibility, curriculum and content, professional development of
educators and monitoring and evaluation in the field of educational technology.
This will, in turn, provide valuable information to be translated into tangible
outcomes and/or collaboration initiatives for current technology in education
policies and programs especially in Rwanda and in Africa. The conference is the
first of its kind for Rwanda and is organized by the Ministry of Education of
Rwanda under the Rwanda Education Board (REB) with support of Higher
Learning Institutions.
Enhancing education quality and accessibility is one of the key strategies to
develop Rwanda from a subsistence farming economy to a middle-income
knowledge and skill-based society. As one of its main components of this
strategy, Rwanda is putting extensive efforts in the early stages of education,
especially in projects that use technology in order to guarantee that new
generations of Rwandans are prepared for 21st century challenges. Under the
leadership of H.E. the President Paul Kagame, Rwanda has developed "Vision
2020," a strategy to guide Rwandas development plans, along with the
Economic Development Poverty Reduction Strategy (EDPRS), and in conjunction
with the United Nations Millennium Development Goals and Education for All,
to reach this milestone. It is within this framework that Rwanda Education Board
has initiated RICTE as a forum for researchers, professionals, and other specialists
in the field of ICT in education to share ideas, strategies and views towards the
creation of a knowledge-based and technology-led society. The conference will
focus on research findings and projects, ideas, initiatives, policies, and in the
perspective that shared work, dialogue and experience from experienced
academics, policymakers and practitioners and those new to this forum and
community, will lead to further development and support for technology in
education. Convinced that education and Rwandan community integration into a
new social, economic and education dynamics is the key to progress, the people
of Rwanda, and the region at large, are being led to a promising stage of
development. For a more detailed background, please see: ricte.reb.rw
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NComputing Enabling Education Globally to

Achieve More With Less
NComputings end-to-end desktop virtualization solutions, powered by vSpace
software and Numo System on Chip technology and delivered with our thin
client devices, are relied upon by millions of students and administration staff all
over the world for reliable, high performance and extremely affordable access to
modern computing in learning environments. Integrating technology into the
classroom is an exciting endeavour which holds massive amounts of potential for
students and teachers alike: supporting BYOD and blended learning,
incorporating in-person lessons with online lessons, providing chat and Webenhanced lectures, and simply extending learning beyond the classroom into the
Internet environment. Virtualization, a shared computing strategy that maximizes
efficiency by harnessing the computing power of underutilized PCs is an
excellent way to bring classrooms and labs into the 21st century, in a simple and
cost effective manner. Simply stated, virtualization allows you to achieve more
with less by simplifying management, allowing for blended learning and
collaborative technology use and by facilitating incremental rollouts.
More than 1.5 million devices are deployed in Education globally.
HP Inspiring Education
With 65 years' experience in education, HP is perfectly positioned to offer the
most innovative and accessible range of technological solutions for the
educational sector. HP Extended Offering provides educational institutions and
school systems with unique, total-value IT proposition that is specifically
designed to support and enhance learning, while keeping maintenance costs
low. We can help your clients find solutions and give them advice as to what best
fits their needs, with flexible and scalable solutions that fit their budget.
HP Classroom Manager
Versatile and easy-to-use software across multiple platforms for interactive
learning with advanced monitoring features.
HP Multi Seat Computing
Reduce your total cost of ownership (TCO) and power consumption with Multi
Seat computing. The HP Multi Seat Thin Client provides an interactive classroom
learning experience with a single PC for up to ten students and deployment is
plug-and play, for fast, easy setup.
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HP Client Virtualization
This scalable, server-based educational solution allows a flexible yet complete
PC-like experience for students using HP Thin Clients. Content can be accessed
from anywhere, anytime, while your data stays securely on the server, reducing
exposure to threats. Help the environment with energy-efficient systems, and
reduce your TCO with simpler setup and maintenance.
Plan International
Plan International is a child-centered community development organization
working in 50 countries globally. The foundation of our organization is
sponsorship whereby individuals around the world sponsor children through a
monthly financial contribution. With their support, we work in communities to
improve on the livelihoods of youth and children through sponsoring their
education, infrastructure development, empowerment through income
generating activities, etc.
Plan international has been active in Rwanda since 2007; we operate in Eastern
and Southern province in Bugesera, Gatsibo and Nyaruguru Districts. We also
support national events that, in line with our vision and mission help reach youth
and children realize their full potential.
We believe that Education is the basis to break the cycle of poverty and Plan
International Rwanda has concentrated in that field. We work on issues related to
girls education to ensure transitioning to secondary education, retention,
completion of primary and secondary education. Innovation and technology in
education can help to promote not only access, but also quality of education as a
way of shaping a brighter future for Rwandan children.
Activities within Plan international Rwanda turn around four country programmes
namely Girls education, Early childhood care and development, Advocacy and
child rights and Youth empowerment. As the chair of the Rwanda Education
NGO coordination platform, Plan international Rwanda as an expanding
International NGO believes in partnership for greater impact in improving the
livelihoods of Rwandan children.
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Practical information

Format of the conference
The conference is mixture of plenary sessions, panels, workshops and an
exhibition room:
Plenary: Plenary sessions are non-parallel sessions. The roundtable discussion
and the keynote addresses will be hosted within the plenaries.
Panels: The scientific committee of the conference clustered all presentations
into seven different panels, corresponding with the subthemes of the
RICTE2012.
Workshops: The conference hosts 6 workshops. The organizers expect to give
the conference a practical aspect and also attract other participants who might
be interested in attending one or more workshops. Invited experts from the
respected fields will organize the workshops. The maximum number of
participants is 25 in order to assure the interactivity and an atmosphere of
exchange and learning.
Exhibition room: The exhibition provides space for industry, developers and
programmers to present their products and solutions.
Registration and Reception desk
Registration takes place at Conference venue, at the entrance of the conference
center. All conference materials are handed out upon registration at the
registration desk. Registration to social activities also takes place at the
registration desk. Registration times are as follows:
Tuesday, 4th September 2012
14:00-17:30
Wednesday, 5th September 2012
07:00-19:00
Thursday, 6th September 2012
07:00-19:00
th
Friday, 7 September 2012
07:00-19:00
Upon registration you will get your conference badge and the conference
materials. Please wear the badge visibly at all times during the conference, entry
to the sessions is only possible with your badge. Please also ensure that all
invoices with regard to your conference participation are settled prior to the
beginning of the conference. If your invoice is marked as unpaid, the registration
process will take longer since we will request payment on-site.
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Venue
RICTE will be held at the Kigali Serena Hotel located in the heart of Kigali just 10
kilometers from Kigali International Airport. The five-star Kigali Serena Hotel is
built around a polished granite atrium, which showcases the very best of
Rwandese cultural art. The hotel has one big conference hall and about other 6
small sized rooms reserved for sessions presentations.
Kigali Serena Hotel

Boulevard de la Revolution
Kigali-Rwanda
Tel: +250 788 184500

Tel: +250 252 597100
Fax: +250 252 597101
Timing of Panels and Presentations

Panels are 90-minute session and ordinarily accommodate four papers.
Presenters and Session chairs should adhere to a very strict timing, taking into
that a huge number of presentations are scheduled within a very limited time
frame. The session chairs have a degree of flexibility in structuring their
workshops. Additionally last minute cancellations inevitably occur, and thus you
will understand that we simply cannot guarantee the success of panel hopping! If
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you are very interested to hear a particular paper but do not wish to sit through
the whole workshop, we recommend you check with the session chair at the start
of the workshop to find out when the paper will actually be presented.
Let other know: post and tweet!
If you use a phone, tablet or laptop you can always check updates on the
program on the conference website ricte.reb.rw. But more than that you can
spread the word on what is happening at the conference by giving status
updates on your Facebook Page or by tweeting short information about the
session you are attending. The Twitter hashtag for the conference will be
#RICTE12. You can find the RICTE Facebook and Twitter page on the sites
/RwandaICTE.
Conference Team
There is a team of helpful staff, familiar with the program, the venue and
surrounding area, to which you can turn when in need of assistance. Conference
team members can be identified by their traditional clothes and t-shirts and by
their badges. If you cannot see a team member, please ask for help at the
reception desk in the foyer. In emergencies you can call the team leader Alexis
Nkurunziza on +250 78 636 2004.
Briefing Note to Session Chairs

Please not that you are asked to be very strict with the timing and therefore you
are advised to appoint a timekeeper. Be reminded to be fair and treat everyone
equally in the session. Sessions have several different speakers presenting their
work, point-of-view or experience and can use accompanying audiovisual
support. The sessions are in length of 90 minutes. The number of presentation
vary between 3 and 4 (some few exceptions have 5), and so we ask that you
divide the time available by the number of speakers but leave about 10 minutes
or more at the end for audience input. This will usually give each speaker
between 20 and 30 speaking time. It is a good idea to allow a short amount of
time after each presentation for the audience to ask questions that require
clarification by the individual presenter. While this is happening, the next
presenter can call up their presentation slides on the computer.
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Please be in the room at least 20 minutes before the session and check that all
the people you are expecting have arrived and uploaded their presentation
material on the computer connected to the projector. Every room has a roomminder, a member of the RICTE organizing team. Their job is to ensure the
session runs smoothly from a logistical point of view. Please contact them for any
kind of problem. At the start of the session, please make sure to introduce
everyone presenting in the session. How and where everyone sits is up to you. If
a speaker runs over the agreed time, please make sure to stop him/her after
giving sufficient warning. It is important to follow the speaking order given in the
conference program. If one or more of your speakers do not turn up before the
session please alert the room-minder. The conference program team is
constantly checking who has arrived and who has not. In the cases of last-minute
cancellation, you will be contacted by the conference program manager and
either a replacement speaker will have been found or you will have extra time for
discussions.
Please remember that the audience is a very mixed, all with different levels of
experience. Many will be attending the session to gather information on a
specific topic, while others may be truly experts in the area. Please encourage all
speakers and panelists to stay till the end. Very often members of the audience
are interested in speaking privately to those presenting and their only
opportunity is once the session is over. If you finish early, and there is no more
interaction forthcoming from the audience, then you might finish the session.
We have provided all speakers with clear instructions about what is available in
the room where audiovisual support is being used and it is up to every presenter
to ensure they bring their own support materials with them and put them on the
computer provided. We do warn everyone, that although wireless Internet is
available, we know from experience that the sheer weight of traffic generated by
RICTE can cause delays so they should not make any presentation dependent on
Internet access. There is an increasing tendency for participants to come up to
the conference room laptop once the session is over and try to copy the
presentations onto a USB memory stick from the laptop for their reference. This
is only allowed once the individual speaker concerned has agreed. At the end of
the session, please encourage people to leave the room and continue their
conversations in the open area.
Many thanks for your support in chairing this session, do not let us know if you
have any suggestions for improving the format and management of the agenda.
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Some Information on Rwanda

Spoken languages
English, French and Kinyarwanda are official languages used in administration
and business. Swahili is also spoken in urban areas. Kinyarwanda is the language
of the people, spoken throughout the country.
Communication
The international code is +250. Rwandas mobile phone network is covering the
entire country. MTN, Tigo or Airtel are the three major providers. All providers
have a 3G network in the city of Kigali (3.5g for Tigo and Airtel users) and one
can expect speeds of 512/256 Kbps, available on all prepaid SIM cards. Most
hotels and restaurants provide free WIFI and you can surf the Internet from cyber
cafs in all major towns.
Emergency numbers:
Emergency call: 112
Traffic accident: 113
Maritime problems: 110
Gender based violence: 3512

Abuse by Police Officer: 3511
Ambulance: 912
Electricity
Electrical supply is 230/240 volts at 50 Hz.
In Rwanda the round 2-pronged and the British flat 3-pronged plus plug are
mainly used. We recommend to bring with you all of the said electrical travel
adapters.
Security
Rwanda is as safer than most other countries, but some common sense
precautions should be taken: Do not flaunt your wealth by wearing expensive
jeweler or carrying large wads of money openly. Avoid changing money in the
streets. Likewise avoid overcrowded streets and do not leave your baggage
unattended. It is recommended to leave your valuables in the hotel safe.
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Currency
The currency of Rwanda is Franc (F), sometimes noted as RWF (Rwandan Franc).
The inflation is modest in Rwanda. Approximate exchange rates are 1USD605RWF and for 1EUR-750RWF.
Health & Medical Care
Yellow fever certificate is required if you have transmitted through infected areas.
Malaria prophylaxis is recommended. It is not recommended to drink tap water.
Boil it or buy mineral water from the shops. The equatorial sun can be
unexpectedly hot, even on overcast days.
Tourism in Rwanda
Rwanda has many interesting sites to visits, offering many guided tours to
choose from. There are expeditions to volcanoes, waterfalls and rainforests,
which are home to many different animals. Rwanda is home to a huge diverse
population of animals including gorillas and the largest natural park of Hippos.
Places to visit:
Genocide Memorial Sites
Akagera National Park: Home of big African wildlife such as elephant,

Zebras, Hippos, etc.
Nyungwe Natural Forest: Home of beautiful birds and chimpanzees
Virunga National Park: Volcanoes; home of mountain gorillas and

buffaloes
Lake Kivu, one of the deepest lakes in the world
Rwanda National Museums
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Panel Abstracts
Wed, 5 Sep 2012, 15:30-17:00 Panel VI Technology in education
policy - (Plenary Room)
Chair: Felix K. Akorli (National University of Rwanda)
Expanding Educational Reach and Increasing Informational Exchanges
Melanie Sany
The Rwandan Youth Work Readiness Curriculum designed by the AkaziKanoze
program of the Education Development Center (EDC) provides youth with the
foundational skills and knowledge to become healthy, productive workers and
participants in civic and community affairs. Participants in the program are
educated on themes such as leadership, communication, financial literacy,
workers rights, and health and safety in the workplace. The program uses a
variety of technology to improve monitoring and evaluation, increase
communication, and reinforce program content. SMS systems have been
developed to facilitate the exchange of information between Rwandan youth the
AkaziKanoze team and an AkaziKanoze Facebook page is used as an
educational mechanism, encouraging youth to practice English skills.
The AkaziKanoze team is using an SMS youth tracking system as a monitoring
and evaluation tool, disseminating and collecting important information to and
from Rwandan youth. Surveys programed into the system are designed to obtain
data on program indicators with the survey results automatically updating the
main database. This data can then be used to assess youth progress and
evaluate program impact. To ensure comprehension and increase participation
rates, surveys are available in English, French, or Kinyarwanda. New surveys can
be easily created in the system and informational alerts can be sent to targeted
groups of youth. The SMS youth tracking system is proving to be valuable
monitoring and evaluation tool and communication asset. The use of different
technology by the AkaziKanoze program has increased access to information,
encouraged continued learning, and improved the efficiency of the project.
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ICT in schools in Rwanda: Gender, Capabilities and Social Justice

Jolly Rubagiza (Kigali Institute of Education/Centre for Gender, Culture &
Development)
Promoting gender equality and ICT in education are key objectives of the
Ministry of Education in Rwanda. This has largely been informed by the countrys
development plan, Vision 2020 that envisions Rwanda to become a middleincome country by the year 2020. In the last decade, there have been a number
of initiatives to increase the participation of girls and boys, and to introduce ICT
in schools. This paper draws from PhD research that aimed to explore gender
issues in the teaching and learning of ICT in secondary schools, and to examine
the processes that differently enable girls and boys to acquire ICT capabilities.
Theoretically, the research draws on feminist perspectives on education, and
Sens capability approach as a framework for theorizing issues of access and use
of ICT, social justice and gender justice.
The study adopted a qualitative, case study approach, and was carried out in
three secondary schools. The methods of data collection included the use of
group and one-to-one semi-structured interviews, classroom observations and
document analysis, and the main participants were the students and teachers in
the three schools.
The findings showed that whilst a lot has been done in equipping schools with
ICTs, ICT infrastructure in schools is still limited; with variations in the ways
schools are quipped. The ICT syllabus and teaching and learning processes can
be constraining for all students in the way they access, participate and engage
with ICT in school, however gendered classroom processes further constrain
girls participation. The findings further indicate that students are differently able
in the way they access ICT out-of-school, with students from the rural school and
girls in general, having little or no access to ICT outside of school. These findings
and others not listed here have implications for policymakers, teacher educators
and practicing teachers in schools, especially with regard to promoting gender
equality in education. As the study highlights, the focus put on ensuring equal
access and representation of girls and boys in education, or equipping schools
with ICT resources, is a step in the right direction, but not enough to bring about
gender equality, or equal participation in ICT use. Rather, it is important to
consider the constraints and opportunities that all students, girls and boys have
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in school and other areas of their life, and how these impact the ICT capabilities
developed in and through education.
The Transformational Potential of Technology-enhanced, Open-access
Education on Faculty Development
Nancy B. Mock1, Laura J. Haas1, Adam Papendieck1, Mike B. Ndimurukundo1;
Patrick Kyamanywa2, Jeanine Condo2, Joseph L. Ngenzi3 (1Tulane University;
2
National University of Rwanda; 3Kigali Health Institute)
The transformational potential of ICT on the learning process is only in its infancy
around the world and especially in Africa, due to the severe limitations in human,
and until recently, bandwidth capacity. These limitations hamper the potential
impact of such powerful ICT tools as the archived on-line courses (iTunes
University, Earth Education, YouTube Education, etc.) and the new movement
towards Massive Open, On-Line Courses (MOOCS). In Rwanda, higher education
is trying to rapidly ramp up faculty capacity to teach more effectively and to
incorporate these important learning assets to improve learning outcomes and
produce a qualified workforce. Tulane University has been engaged
collaboratively with the National University of Rwanda and the Kigali Health
Institute to strengthen faculty teaching and mentoring competencies since 2000.
The experience points to the importance of individual study plans combined with
clear competency specification, and assumes a foundation of basic ICT
infrastructure and bandwidth.
Tulane uses a modified Kirkpatrick framework to evaluate the behavioral
outcomes of certificate programs emphasizing modern pedagogy and the
application of ICT tools in support of tertiary education. The evaluation strategy
involves the use of quantitative and qualitative assessment methods and
captures change at the levels of student appreciation, knowledge and behavior
as well as organizational change as a function of combined teaching and
mentoring behaviors. The approach also includes individual and organizational
assessments of barriers to change.
Tulane has found that the diversity of content knowledge and ICT skills among
Rwandan faculty members is a great constraint to traditional training delivery
methods as well as to the introduction of new methods such as MOOCs.
Especially important is individually tailored faculty development programs based
on competency acquisition; the establishment of strong peer networks; and
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initial investments to ensure basic digital literacy is achieved. Emerging methods

can be combined with more resource intensive assessment, individual
development plans and mentoring.
Educational Psychology: A study of the relationships between motivational
orientations, English language anxiety and students' English language
learning: The case of Iranian EFL learners
Galin Mahdinejad, Ramazan Hasanzadeh & Bahram Mirzaian (Islamic Azad
University- Sari Branch, Iran)
The present study aims to investigate the relationships between motivational
orientations (Intrinsic motivation, Extrinsic motivation & A motivation), English
language anxiety and English Language Learning. 354 female students were
selected from high schools (first, second and third grades) in Babol at
Mazandaran-Iran through Stratified sampling. The questionnaires including
Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation,
and A motivation subscales (LLOS_IEA) (from Noels, Pelletier, Clement &
Vallerand, 2000) and Foreign Language Classroom anxiety Scale (FLCAS) (from
Horwitz, Horwitz & Cope, 1986) were utilized to collect the data. Students final
scores in English course were used to evaluate students learning in English
language. The Pearson Correlation and Multiple Regression Analysis were used
to analyze the data. The results of the study have revealed a statistically
significant and positive relationship between intrinsic motivation and students
English language learning. There is no significant relationship between extrinsic
motivation and students English language learning. There is a significant and
negative relationship between a motivation and students English language
learning. In addition, there is a significant and negative relationship between
students foreign language classroom anxiety and their English language
learning. The participants in the present study exhibited fairly high levels of
anxiety in their English classes. And it was also found that high anxiety plays a
somewhat debilitative role in high school students language learning. Based on
the findings, some suggestions for increasing intrinsic motivation and reducing
anxiety in students were proposed for English language teachers.
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Thu, 6 Sep 2012, 11.00-12.30 Panel I Access and accessibility

(Meeting Room)
Chair: Donat Nzigiyimana (National University of Rwanda)
Harmonizing Capacity Building and Work Responsibilities of Rwandan
Nurses through e-Learning in Rwanda
Gilbert Munyemana (National University of Rwanda)
Before 2005, education of nurses in Rwanda was organized within general
secondary education awarding an A2 certificate. Graduates were subsequently
employed as associate nurses. In order to improve the quality of the education
and services in the health sector, the Government of Rwanda ruled in 2007 to
stop A2 nursing students (associate nurse level) and instead start training A1
nurses (diploma level) and midwives in 2007. According to the National Council
for Nurses and Midwives of Rwanda (2009), about 5000 nurses and midwives
were working in Rwandan health sector. Those were challenged to go back to
school for upgrading their level but they did not want to quit their jobs. In
addition, the Ministry of Health could not afford to replace them without
paralyzing the functioning of hospitals and health centers.
In collaboration with the National University of Rwanda, through its Centre for
Instructional Technology, the Ministry of Health embarked on e-learning for
education of nurses to mitigate two conflicting obligations, namely capacity
building and work responsibilities.
The proposed presentation will discuss the background and rationale of the elearning initiative for the education of nurses in Rwanda, the implementation
process, challenges and remedial actions as well as the new perspectives.
The Use of Tele-Education to Increase Access to Expert Lecture Support for
a New Health Informatics Masters Program in Rwanda
Joseph L. Ngenzi1, Mike Ndimurukundo2, Adam Papendieck2 & Maurice Mars3
(1Kigali Health Institute; 2Tulane University; 3University of Kwazulu Natal, South
Africa)
Since 2010 Rwanda has hosted the regional E-health Center of Excellence
funded by the Rockefeller foundation in collaboration with the government of
Rwanda. The Center is currently hosting its first two cohorts seeking the Masters
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in Health Informatics. The content of this program is very new on the African
continent, and while the Centers local faculty provide the majority of the lecture
support for the new program, visiting lecturers from outside of Rwanda must
sometimes be leveraged to provide support where specialist knowledge is
difficult to harness locally. One such area is Medical Imaging and telemedicine
Module, where lecturers from outside Rwanda are teaching this module courses
via videoconference. The objective of this case study is to assess student
satisfaction with a tele-education approach in combination with learning
management system.
The teaching was done via videoconference and teaching materials were posted
on Kigali Health Institute learning management system for student access.
Among 22 students requested to fill the questionnaire 17 filled the
questionnaire. Students were requested to provide their views at the end of their
teaching and learning process.
88 % participants agreed that teaching via videoconference was comparable to
face-to-face with regard to quality of learning experience. 82 % agreed that they
would wish to follow another module teaching delivery methods. 94 % of the
respondents agreed that the technical support and tutorial assistant are needed
in remote training site. 88 % agreed that videoconference system should be
integrated in normal teaching and learning activities.100 % of participants have
agreed that the quality of audio and audio was good .100 % participant have
internet access at their workplace. 100 % participants have their personal laptops
and their own modem.
Tele-education is an appropriate teaching methodology and use of technology.
In comparison to face-to-face teaching, students are similarly satisfied with the
use of a high definition room-based videoconference in combination with a
learning management system. It is recommended that institutions of higher
education consider including provisions for the sharing of expert lecturers via
tele-education in routine memorandums of understanding they hold with other
institutions. This would be particularly helpful for institutions developing new
programs where specialist knowledge is difficult to access locally.
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The benefits and challenges associated with e-learning: A case study of Pan
African Tele-education under Kigali Institute of Education Learning Center
Sadate Murekezi (Kigali Institute of Education)
The paper investigates the use e-learning by students and staff members of the
Kigali Institute of Education (KIE). Empirical data was conducted by mixing
qualitative and quantitative methods, including questionnaires, interviews and
observations.
The main objectives were: To identify the benefits of an e-learning program in a
higher learning institution KIE. In addition the paper investigates the
challenges that students under e-learning program are facing. Possible solutions
will be proposed to overcome the challenges encountered by students under elearning program in KIE learning center. In order to achieve the objectives
above, the following questions were formulated:
What are the benefits of e-learning program to an institute of higher

learning like KIE?
What are the challenges encountered by students under e-learning

program?
What should be the means to overcome the challenges encountered by

students under e-learning program?
The study was carried out in KIE. In this research KIE Learning Center was chosen
as a case study. Four out of six staff members and 60 out of 625 students
(randomly selected) responded the questionnaires. Each of the respondents had
their responses in writing and a few of them were interviewed. The findings
revealed that e-learning has contributed in increasing both the quality of
teaching and the number of enrollments of KIE. But the lack of required ICT
facilities constitutes barriers to effective and active learning for students under
the e-learning program. The poor performance of e-learning students is mostly
associated with job stress.
The contribution of e-learning is of high value for those people willing to study,
but have limited time. They can access education and training by using
eLearning tools and modules related to the field he or she wants to study. The
present study recommends that both program designers and KIE Learning
Center should provide enough resources, including computer labs, books,
software, professional local lecturers to assist them, and should provide enough
time for practices in order to enrich students knowledge.
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e-Learning & Integration of HLIs and Schools: Access and Accessibility

Gaurav Bajpai (Kigali Institute of Science and Technology)
e-Learning is a powerful tool of ICT. In this paper the highlight is to develop a
fully sustainable online education. This shall be done in three phases. The first
phase is to accumulate all online material that already exists in the country. The
second phase should be to develop the remaining Gaps in all different
programmes and respective modules or subjects. The third phase should start to
provide these materials to all with the help of Higher learning institutes (HLIs) as
they have infrastructure all around the country. This should start immediately by
means of television broadcast/radio FM learning mobile and internet based
facilities. The design includes making sure that content is fully developed in
house. The material should be uploaded on data centre. The access should be
easily available. Moreover, All HLIs should let the school teachers and students
fully utilize the resources during break period of HLIs. The expected results are
wide in scope. This shall enable high rate of learning and also promote students
towards higher education. This integration should boost primary and secondary
education. This shall improve ICT resource utilization that shall be optimised.
Moreover students at all level shall benefit the structure both in terms of learning
and building capacity.
Implemented properly the education system shall take a leap forward. This
research should be able to provide high rate of performance when students
enter HLIs and even most far off and geographically disconnected locations shall
also be taken care of. Further, private and public partnerships shall boost the
financial gap which should really not be a problem.
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Thu, 6 Sep 2012, 11.00-12.30 Panel II Curriculum and content

(Auditorium)
Chair: Jean Bosco Mugiraneza (Kigali Independent University)
Integration of Classroom Content into ICT Education
Brett Levine (Computers 4 Kids)
The traditional teaching of ICT skills has sometimes become a challenge in the
new world of digital tablets / attention spans of learners / modern technologies
etc. This paper deals with the formal integration of everyday subjects such as
Mathematics, Sciences, Geographies etc. into an ICT curriculum that is endorsed
in 148 countries.
Learners are taught to reinforce everyday classroom topics whilst attaining
essential ICT skills which have been formally benchmarked. These skills include
advanced use of spreadsheets, word processors, emailing, presentations etc. In
this way the learning experience becomes vibrant and interesting. The content is
aligned to be relevant in each country of operation and provision has been made
for remediation and extension for those learners having such needs.
This learning system has been used by over 6 million learners and the research is
ongoing to continually improve the experience and the ultimate benefits to both
learners and teachers. Feedback is used on a regular basis to improve the
system, offering. New technologies such as digital tablets and collaboration are
being currently being included in the system.
GIS in Secondary School Education in Rwanda
Connie Schmidt (Esri Rwanda)
Geographic Information Systems (GIS) serves as an acknowledged tool to enrich
and integrate many fields in education like geography, information technology,
biology, economy, agronomy and social studies thus creating a new type of
literacy. In addition the use of GIS offers the students an easy and hands-on
learning of computer technology in general. The students find GIS an attractive
and accessible portal to information and communication technologies,
programming, databases, networks, visualisation and spatial relations. GIS
integrated in teaching not only facilitates the learning of ICT and other related
topics but serves also as a good fundament for further studies at the Universities
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and later in various professions. With the growing number of Secondary Schools
in Rwanda connected to the internet and the evolving GIS internet tools will
enable students and teachers to be connected, to learn from each other and to
share their GIS knowledge.
Connecting classrooms: an online school linking progamme
Nyree Pinder & Libby Karangwa-Miles (The British Council)
Connecting Classrooms is a British Council managed programme working in over
50 countries that offers school partnerships, professional development courses,
accreditation and the chance to share best practice with international
counterparts. Links through Connecting Classrooms to schools in the developing
world are funded in partnership with the UK Government through the
Department for International Development.
Vision Ahazaza: Internet
Raina Luff (Ahazaza)
Ahazaza is an independent school situated in Muhanga. The children of the
school are educated in three languages: English, French and Kinyarwanda. All
courses are organized in an interactive way in classes of a maximum 25 pupils.
The school focuses on all varieties of the Rwandan population and in particular
one fourth of the children of Ahazaza benefit from a scholarship. Ahazaza wants
to bring all its pupils to the maximum of their capacity.
The main objective of the school is to form intelligent and competent Rwandan
citizens able to help to build the future of this nation. Seeing every situation as a
possibility to learn and getting good training for its teachers are the main
conditions to achieve these objectives. Last year, Ahazaza participated for the
first time in the national exams and ranked the 13th place in the national exams.
In the Southern Province, the school ranks first. Taking into account the present
influence of internet in the society, Ahazaza is looking for an advantageous way
to enhance the possibility for its pupils to learn with the internet. The school
being a private institution doesn't get any help from the government.
Due to the present crises in the international finance, the help it used to get from
the developed countries has become more and more exceptional. That is why, in
order to become sustainable and not to have to depend anymore from the
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foreign help, Ahazaza has decided to develop some income generating

activities. It will, therefore rent its multipurpose hall for marriages, films,
conferences or any other cultural activity as soon as it will be able to complete
furbishing it. All the audio equipment is already purchased. We also opened a
school canteen for our pupils and we intend to open a cybercenter. To this end
the school has already acquired premises, furniture and has just received 20 new
laptops from some young volunteers who have come to Rwanda to hand them
over and install them. However in order to implement this project, an internet
connection is needed.
Not being a public nor a subsidized school, Ahazaza is asked a full price for the
internet connection, a price that it cannot afford. The current need of internet at
schools all over the world is in contrast with the very high prices that are asked
by companies offering internet. At the same time, the ambition of Ahazaza is no
less than to create a surplus value to the whole population of Muhanga.by
opening its cyber-center.
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Thu, 6 Sep 2012, 11.00-12.30 Panel III Innovation and development

(Delegate Room)
Chair: Catherine Uwimana (Ibaba)
Construction of a learning community in a course on line on the search of
information on internet
Ernest Ngendahayo (Rukara College of Education)
The use of Information and Communication Technologies (ICT) has become
more pervasive in Rwandan education system. However, little is known about
how learning takes place in ICT-mediated learning environments. This paper
reports on findings from a qualitative study examining the nature of 13 in-service
secondary school teachers learning experiences during a course on line on the
search of information on internet. Qualitative data was collected through
observation, semi-structured interviews and focus groups and emails exchanged
between learners and tutors. Our findings suggest the development of a learning
community in which interactions among learners neither depend on time nor on
space. They are coherent with most of the premises of socio-constructivist
perspective on learning, mainly co-construction of knowledge as well as learners
increased sense of ownership and control over their learning processes. They
also illustrate the new role to be played by a teacher, particularly the shift from
the role of a knowledge provider to the one of a supporter and facilitator of
learning. Technical difficulties and students limited ICT skills as well as their
limited familiarity with electronic environments emerged as the most important
challenges. Students responses to such challenges are discussed.
Creation and Implementation of a Lab Course of Astronomy for Physics
Students in NUR
Elena V. Kondakova (National University of Rwanda)
The course of Astronomy for Physics Students is often passive learning
environments based on lecture and assigned readings that do not give students
exposure to science as a human activity and mode of thought. Adding welldesigned learner-centered labs allows students to experience science as a
pattern of thought. We present an approach to create an introductory lab
course. Development of practical skills, particularly research skills, and motivation
-27-
to study Astronomy and Physics, and also identification of goals and student
outcomes, process and attitudinal goals, are a key steps. Principles of the
systems approach are a basis for labs content and structure design. We apply
structure content around core concepts to provide cohesion and facilitate
knowledge transfer. Absence of the laboratory equipment is our basic problem.
We have only one small telescope refractor. Therefore we use Web-based
astronomy resources, modeling and active learning exercises to more effectively
teach astronomy to Physics students at NUR. A lab course offers the opportunity
to build student conceptual knowledge and intuition through direct interaction
with basic physical phenomena. In addition, the lab setting takes advantage of
the strong social aspects of human learning via peer interaction.
Faible representation, filles, sciences exactes, mathemathiques, physiques,
chimie, biologie
Joseph Shyirambere & Venant Ntagara (Institut Polytechnique de Byumba)
The Government of Rwanda, aware of its duty to ensure national development,
launched a long term policy: Vision 2020. As it needed to succeed that process,
the Government of Rwanda identifies some cross-cutting areas such as gender.
The latter was identified as a crucial issue in economic growth, notably in relation
with science and technology. However, an obstacle is to be taken into account.
Womens subordination towards men, which was inherited from tradition, led
girls to being quite few, in comparison with boys, in faculties of science such as
mathematics, physics, chemistry and biology.
Specifically, three theses to verify during the research were formulated: science
studies could be feared by girls, because they are said to be tough; girls do not
see enough women who are successfully involved in science so as to be models
within the community; and a stereotype within the community spreads the idea
that women are not, naturally, able to learn science.
In this research, the following objectives were focused on: identification of
structural causes of the situation described above, and specifically, root causes
and mechanisms which lead girls to social science more than math and other
scientific areas, and roadblocks which discourage them when they think of
choosing a faculty of science. During the data collection process, the following
techniques were used: documents review, interviews and a questionnaire. For
data processing the following methods were used: comparison, analysis and
-28-
synthesis. In brief, obstacles of girls in relation to science studies are due to

cultural and social structure (psychological and social barriers, girls attitudes and
behaviour as well as external interference such as lovers and poverty issues.
Nobody mentioned biological factors as a reason for the unequal representation
of girls, in comparison to boys, with boys, in science faculties.
Thermal Energy Saving and Natural Ventilation Realization by using
TEKUTANGIJE Technology
Isidore Nzeyimana, Alphonse Mutabazi & Charles Ndagije (TEKUTANGIJE Ltd)
The Rwandan population suffers from the problem of energy insufficiency
because, the only existing energy source for cooking is woods. To prepare food
in many African families including Rwanda the wood is mainly used. The wood is
used not only in families but also in schools and in some factories. Considering
the limitation of means of our population in terms of energy utilization, and
considering that for long time African population will need to use wood as
source of energy especially for cooking, to avoid the increasing of the problem
related to the deforestation, and others problems such as carbon sinks,
Greenhouse Gases (GHG) emissions from the burning of biomass, preserving the
health of the population by releasing smoke with special chimney and acquisition
of boiled water to drink, from the good idea of Mr. Isidore Nzeyimana a good
technology named TEKUTANGIJE aiming to solve some of these problems has
been invented for underdeveloped countries. This is an energy efficiency
technology recovering energy loss through heat recovery system. It is an isolated
system which aims to save thermal energy by using a small quantity of wood and
by combining many functions of kitchen (cook, to boil water and fits latticework
on some food), and to protect the environment by avoiding the carbon dioxide
propagation in space, and smoke propagation in our houses and consequently
to avoid all relating diseases.
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Thu, 6 Sep 2012, 11.00-12.30 Panel IV Professional development

for educators (Salon Priv)
Chair: Francis Dominicus Nzabuheraheza
Teaching with ICT Kits (TwIKS)
Alphonse Uworwabayeho, Paul Denley & Rosamund Sutherland (Kigali Institute
of Education)
This presentation is concerned mainly with part of EdQual in Rwanda where staff
at Kigali Institute of Education with support from the UK and Chile are working
with teachers in twelve schools in disadvantaged areas to encourage the use of
information and communication technology (ICT) to enhance the teaching of
science and mathematics. Through training workshops at KIE and in-school
support, teachers have been using low cost software to teach lessons linked to
national curriculum programmes and evaluate their impact. The action research
model being used for professional development is one which encourages
teachers to be involved as much as possible in collaboration with KIE staff to
design and implement activities in their schools. Some of the project teachers
have now been involved in two annual cycles of implementation and are
becoming more confident and competent in their ability to plan and manage
lessons using ICT. In order to support the teachers further to involve more
teachers in their own schools and to extend the project into other Rwandan
schools, the project team needed to produce some sort of professional
development resource to illustrate the sort of applications which might
realistically be tried out. To this end we have developed the TwIK - 'Teaching
with ICT Kit'. The TwIK is built around a simple PowerPoint presentation that can
be used by individual teachers or groups to illustrate the sort of applications and
lessons which teachers have been trying out in project schools. The TwIK consists
of video extracts of lessons with supporting information and commentary as well
as details of software used and other resources. The importance of using
classroom video is stressed so that teachers will be able to see ICT be used in
real Rwandan schools and thereby be encouraged to try out the activities shown
or develop their own along similar lines. There is a lot of video material from
industrialised settings but the appeal of using locally generated illustrations is
strong. The presentation will describe the development and content of the TwIKs
and provide some initial feedback on their first use. The project team believes
-30-
that the concept of the TwIK is an innovative approach to providing support for
teacher professional development which might also be appropriate in other
African contexts.
Improving collaboration and networking among teacher technology
champions using an information training system
Diane Sengati & Evode Mukama (Rwanda Education Board)
In order to integrate new ICTs in teaching and learning ICT regarded here as a
pedagogical tool some higher learning institutions prefer to work with
university students. These students are commonly called Student Technology
Assistants (STA) in that they are hired and trained to assist faculty members to
implement instructional technologies and/or audiovisual and multimedia-based
education projects. At the NUR, STAs provide support in running ICT4Kids
Program and in the production of instructional technology and video learning
materials.
Teachers need support for sustainable and enjoyable development skills. In this
regards, Rwanda Education Board has trained teachers and student technology
champions, who will act as trainers to train teachers in their respective districts.
Along with acquiring skills and knowledge, technology champions need to form
ICT clubs to not only support teachers but also encourage the community to
embrace new technologies. This will help trainers to keep themselves updated as
technology is a wide and continuously changing environment. ICT clubs will help
members on improving skills as they will have facilities to visit training centers
and will allow them having a hands-on experience. This will help them
understand technology faster to allow them train and support others, be more
productive, and more innovative.
Together, members of the clubs can develop projects and present them to their
respective communities. They can frequently visit the training center to access
internet where they will have opportunities to work independently of their core
trainers and will be able to try online activities.
Teachers will help their colleagues from either the same school or different
schools, using either the internet face to face or. Teachers, during their training,
are exposed to useful teaching/learning resources and they can share the
knowledge with other teachers.
-31-
So far 16 ICT clubs are created in 11 districts in the country, 12 for student
technology champions and 4 for teacher technology champions. The ICT clubs
were created from the 11 Teacher Training Colleges where there was
opportunity to use them as training centres as they had well equipped computer
labs and an internet connection adding on being Teacher Resource Centres.
Online In-Service Teacher Training in Teacher Training Colleges
Kalle Hedlund (Education Finder, Sweden)
MKFC Stockholm College and Kigali Institute of Education has done an elearning project that MKFC has done together with Kigali Institute of Education
and with the three Teacher Training Colleges SAVE, Rubenga and Matimba. The
capacity building program support involved teachers and TTCs to use ICT tools
and social media in their own learning. They will also build competence to create
Online e-learning courses, and this way decrease costs for both institutions and
students, increase the accessibility of learning and improve the education
quality.
Some of the teachers from the program are invited to present who to get further
training in schools by using international e-learning communities. There has been
30 teachers, one online tutor from MKFC, one workshop at KIE and many online
communities has been used during the education for example wikis
http://www.stockholmcollege.se/about-wiki-for-teachers-and-students/
professional teacher communities TES http://rwanda.mkfc.se/83/. It is true ICT is
large and it there to facilitate our daily activities. Many people, we affirm, use ICT
for few purposes and trivial things while they could benefit more from it. For
instance sharing resources on TES Lesson plans and discussing on Wiki space
with all teachers in the world help the teachers to open their horizons and
exchange knowledge and experiences as well as getting solutions to their daily
problems related to their profession. The presentation is done from Rwandan
teachers and Swedish teachers perspective and the experiences to collaborate in
a e-learning program.
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Research and publication software in Adventist University of central Africa

Clement Mbabazi (G.S.I. Rwanda)
The software is designed to publish research and publication automatically
online. When a lecturer or anybody else wants to publish an article, the software
avails the process of doing this easily. AUCA administrator of the software must
first registrar all staff and faculty. Staff and faculty create their own accounts that
can be used to make a publication and may also upload articles and research
findings on that account. Researchers may download all articles needed. And ask
question related to the articles published and staff and faculty can give the
solution to the question asked by the researchers (anybody who read their
writings). Researchers have opportunities to
give the comment on article
published.
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Thu, 6 Sep 2012, 11.00-12.30 Panel V Monitoring and evaluation

(Muhazi)
Chair: Emmanuel Manirafasha (Kavumu College of Education)
Impact of Online Assessment and Marks Publication in Higher Education in
Rwanda
Park Sung Han, Solange Mukamurenzi & Silas Majyambere (National University of
Rwanda)
The use of ICT in education facilitates and eases the academic activities such as
teaching and learning, assessing students, marking process, publishing marks,
promoting students to next level. In Rwanda student-computer ratio has
improved, all students in higher education have mobile phones; network
bandwidth has increased after the implementation of fiber optic networks. The
higher education institutions are still handling assessment and marks in
traditional ways. These institutions can start to benefit from the new technologies
to improve the quality of services and reduce heavy workload for teachers; this
will also involve students in use of ICT in Education. This research tends to
evaluate the existing ways of assessing students and publishing marks in higher
educational institutions, its impact on academic process, then analyze the
implementation of a web based application for assessment and marks
publication that support web user interface and mobile interface.
National Examination Gateway: Empowering the minds, brightening the
future
Wellars R. Muhoza (Isaro Foundation/ISAI Busogo)
Rwanda is a country in the process of branding itself as the information and
technology hub in Africa. Despite incredible progress towards this vision, many
challenges still remain. One of the challenges is the absence of a viable cyber
educational infrastructure supporting students while preparing for National
Exams. Student in the final year of primary school, secondary school ordinary
level and advanced level still face numerous challenges while revising school
material especially when preparing for national examinations. National
Examination Gateways approach to this crucial problem is to build a
comprehensive national exams preparation platform using ICT. The platform will
-34-
house past exams, practice exams, education materials to assist students not
only in the national exam preparation process, but also in their entire learning
experience. Doing so will allow us to join hands with the government initiatives in
not only improving the quality education, but also contributing in the
achievement of our vision 2020.
Monitoring and Evaluation of Examinations in Prevention of Cheating &
Plagiarism: Technology in Education and Quality Assurance
Philippe Mporebucye & Gaurav Bajpai (Kigali Institute of Science and
Technology)
In this paper we shall suggest three different methods to Monitor and evaluate
examination in preventing cheating and plagiarism at specific levels. This shall
also be integrated into a single system to avoid any delay of information
delivery. In phase I we shall discuss about cheating in examination. Each year,
about 2 students are being indefinitely expelled from KIST due to cheating in
examinations. These are only those who are caught with tangible evidences. This
is a loss for the Institute and for the Country as well. We propose to install
surveillance cameras in examination rooms, as the devices that are an important
way not only to collect evidence if cheating is suspected but also to prevent
most of examination malpractices. The new practice will also contribute in
implementing a merit-based system in education.
In Phase II this paper shall discuss cheating or mishandling of students
attendance records. Here we suggest using fingerprint Recognition system to
avoid lecturer wasting lecture time and energy on this purpose of recording
attendance. This shall also avoid proxy attendance with resolving the problem of
any manual error done by lecturer as well. As the system shall be integrated with
students examination and registration system. It shall provide identification of
such low attendance students automatically without delay too.
In phase III this paper shall elaborate to submit all assignments and presentation
like projects, seminars etc. into a database system this shall be cross referenced
to all material submitted by students as continuous assessment. This shall avoid
plagiarism and help identify all such examinations malpractices.
Lastly all phases shall be integrated on real time to provide best suited, fair and
quality assured results on time.
-35-
Assessment and evaluation as means to ensure quality assurance in Higher

Learning Institutions
Joan Murungi (National University of Rwanda)
Learning through technology cannot be enhanced without assessment and
evaluation. In fact, many new technologies have been developed to assess and
evaluate projects and programs as a means of ensuring Quality Assurance in
many public and governments institutions. Assessment and Evaluation using
technology has been critical to issues of Quality Assurance in Higher education
institutions in Africa on all aspects. For instance, the attempt of governments to
reorganize the public sector by introducing commercial principals has not only
lead Higher Education Institutions (HEI) to join the move but to also introduce
market elements in the education sector. It is therefore not surprising to see
Higher Education Institutions referring to their students as customers. And
like all other business entities in the world, Higher Education Institutions have
introduced new technologies for collecting their customers opinions and views
as a way of assessing and evaluating the quality of their services.
Moreover, ensuring quality remains critical to addressing challenges of academic
excellence for high education institutions in Africa in the next few decades or so.
Enhancing innovative ways by use of technology is therefore very essential as it
will foster effective practices in teaching and learning and thus promote efficient
and effective assessment and evaluation that will ensure Quality Assurance in
Higher Education. This will increases student engagement with course materials
and support active learning while promoting communication and collaboration
between teachers and learners.
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Thu, 6 Sep 2012, 11.00-12.30 Panel VI Technology in education

policy (Plenary Room)
Chair: Vincent Kagabo
When you say "21st century learning" what do you (really) mean?
Jay Hurvitz (The Mofet Institute, Israel)
Though everyone seems to speak about "21st Century Learning", or "21st
Century Skills", it's far from clear that everyone using these phrases actually refer
to the same things, or share common educational goals. On the whole these
terms have become catch-phrases, and as such have lost any real meaning. We
nod our heads in agreement when we hear that today's students must be
prepared for tomorrow's world, but when asked to clarify what this might mean
in the classroom, more catch-phrases creativity, cooperation, information
literacy are called upon, without being clearly defined. In addition, the
connection between these terms (that are far from new to education) and the use
of today's digital technologies is assumed as a given, but few seem able to
actually describe this connection, or show how these tools will actually bring
about educational change. Often it is assumed that digital tools will inevitably
lead to more creativity and cooperation, even as in schools today these tools are
being used more and more to create more regimented learning experiences and
to bolster the evaluation methods most identified with the "traditional"
classroom. Different groups within each society use the same educational terms,
but with very different meanings and intents, envisioning considerably different
educational goals. The presentation will examine how the field of ICT in
education represents a coalition of numerous differing points of view concerning
the future of education. It will emphasize that even though each group uses the
same terms, the educational (and societal) futures that they envision are
considerably different.
ICT literacy through learning by doing: a strategy to support students and
teachers to create educational materials
Catherine Uwimana (Ibaba)
The paper introduces the participatory design and development of innovative
ways of creating educational materials for children with youth and teachers
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through ICT workshops within the Rwanda District ICT Champions Project. The
motivation to design and develop special educational materials was to promote
reading culture, the research spirit and intellectual and scientific curiosity for
young Rwandans by utilizing ICTs. We consider this as a strategy to empower
youth with skills, motivation, ownership and application of knowledge they
experience in concrete realities. ICTs are tools to help achieving these goals. We
used Microsoft Windows and Internet to design and develop group based
projects for students and teachers. We designed and developed booklets and
short movies on different projects chosen by trainees. We also used debates,
plays, songs, graphic arts, photography, filming and traditional poetry of
Imivugo and Ibisingizo in project development processes. We developed
110 booklets projects from 600 trainees, with 55 booklets from students. In 11
groups of trainees, we selected two best projects from each group, to be fully
developed and published by Rwanda Education Board. We found that from
students projects, 64% reported on science and technologies, among them with
62.6% of agriculture related projects; 22% were related to civic education and
14% on culture. The present paper provides a start-up for further research and
activities in educational materials manufacturing. The students and teachers
projects approached grass roots to exploit indigenous knowledge by integrating
new technologies. The project also set the cornerstone for the formation of ICT
Clubs, which will continue to develop and extend their activities through writing,
filming, blogging, podcasts and other ICT learning tools. Trainees underlined the
importance of the use of constructivist learning tools and science and
technology information sharing as the best way to deepen learning processes.
The project shows new opportunities for science and technology being used as a
new asset for social entrepreneurship in education, where traditional prose
meets modernity, adapts science and technology to local needs in Kinyarwanda
and English, and also to upgrade new approaches to bring science and
technology to the general public.
The global organization of knowledge and learning in CERN experiments
Hans Hoffmann (CERN, Switzerland)
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Knowledge Transfer Partnership Approach to Improving Academia

Stakeholders Collaboration in Research and Training
Felix K. Akorli (National University of Rwanda)
Institutions of Higher Learning (IHL) in most African countries do not
commercialise their research works and projects, which are turned out by staff
and students, although many of these works may have high values. The main
stakeholders i.e. industries, communities, public and private organisations and
instituitions, consider most of the research works and graduates very theoretical.
This may be due to gap between stakeholders and consumers of the products
from IHL and the training instituitions. This paper proposes a Knowledge
Transfer Partnership approach to collaborate with stakeholders in training of
graduates and also supporting research works.
Knowledge Transfer Partnership (KTP) is a method being used in the United
Kingdom to establish a healthy research collaboration between industries and
academia. It enables the industries to tap into the expertise of the universities
and research institutuitions to improve their competiveness in their respective
areas of operation. The KTP brings value to the research work that is produced in
the universities at the graduate and undergraduate level.
In order to get the confidence of the stakeholders in the KTP collaboration, the
universities have to first and foremost encourage the respective stakeholders to
deliver seminars to staff and students regularly. Experts from the fields may
discuss with staff and students various challenges faced in their fields of
operations. Academic staff should endevour to research into and seek solution to
helping the stakeholders. In so doing, stakeholders will establish confidence in
the capability of the academia.
This type of collaboration between academia and stakeholders helps have
positive influence on the researchers to have confidence to interact with
stakeholders, generate new research ideas and support sharing of knowledge
not only with partners but also with the commercial institutions. It will increase
quality of research publications in peer reviewed journals. It will also help those
who participate in the partnership to get promotion in their fields of expertise. It
will improve and increase trust and confidence of research works of our
university. It will promote industry university collaboration for sustainable
research work. Create conducive environment for young graduate to join NUR as
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researchers. Will encourage some of the graduates to set up own private

business and consultancy.
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Thu, 6 Sep 2012, 11.00-12.30 Panel VII Access and accessibility 2

(Imbehe)
Chair: Jean Claude Bakurikiza (Rwanda Innovative Teacher Forum)
Sharing Connectivity in Rwandans High Learning Institutions
Etienne Ntagwirumugara (Kigali Institute of Science and Technology)
Information and Communication Technologies (ICTs) in enhancing Access to
Higher Education
John Manzi (Umutara Polytechnic)
ICTs have revolutionalised Higher education globally from being lecture-roombased to a virtualized setting. Properly utilized, ICTs can be key in expanding
access to higher education.
An increasingly digitalized workplace, rapid advancements in ICTs, and a busier
student are factors that strengthen the relevance for a higher education probably
beyond the Bachelors Degree of yesterday. The application and deployment of
ICTs among a population that has enough exposure to them can fundamentally
change the way education is conceived and delivered to the client. Virtual
learning creates a student-centered environment that is engaging and proactive.
Due to the wide extension of internet connectivity in this part of the world,
distance education has become more accessible. This paper examines the
different ways in which ICTs can increase the populations accessibility to higher
education in the Rwandan setting.
MELIMU Efficient, Affordable and Proactive Education System
Damnish Kumar & Rajeev Gupta
mElimu is a revolutionary technology breakthrough that addresses all the major
obstacles in rolling out equitable learning opportunities efficiently and cost
effectively. mElimu is a tablet-based learning platform that provides a modern
learning environment, including rich content, audio clips, video demonstrations
and interactivity to increase the quality and reach of teaching with a limited use
of teachers. mElimu provides tools and interactivity for one teacher to teach
more number of students with the help of mobile learning technicians and
modern technology. Teachers will deliver important messages, notes, and
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guidance to the students from their teaching control center. They have the ability
to get analytical insight around an individual students progress in various course
elements. Teachers may initiate review sessions, focused tutorials, and
interactions with a specific segment of students based on the needs that they
identify using modern analytics and reporting capabilities. This technology works
best for standard 8th up to the university level.
Reduced cost datacenter resources provision using a private cloud
computing technology
Eze Herbert Onyebuchi (Tumba College of Technology)
Datacenter services need to support IT networks and systems and proof to be
inefficiently utilized under traditional systems that normally utilize multiple
datacenters in separate facilities of a multi-center institution. A computing
resource provision technology would efficiently and centrally support data
storage needs of a multi-campus educational institution and reduce costs,
increases resource utilization and apt to the surge needs. Use of virtualization
technology, that can provide automatic allocation and management of capacities
based on statistical multiplexing, dual set of datacenter hardware, very high
bandwidth Optical Fibre VPN, and Virtual Machines migration were made to
achieve the utility computing aspect of a private cloud. VLANs and Firewalls
were used for data security. Web applications integrated in Intranet portals were
used to provide application services.
The result is that the Institution (TCT) is able to provide application services,
network services, and utility cloud computing services, to every of its campuses
from one private cloud in an ultimately cost efficient manner, with benefits
including quick following on load surge, and fast provisioning.
The private cloud is of benefit to institutions with intention to operate sizeable
and between geographically separated multiple campuses. This could easily be
transferred to other large and decentralized organizations using IT networks and
that are in need for reasonable data storage. Yet high bandwidth network
interconnection is a precondition for such a system.
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Thu, 6 Sep 2012, 15.30-17.00 Panel I Access and accessibility

(Meeting Room)
Chair: Gerard Rwagasana (ICTEDU Learning Center)
Towards Technology-Enhanced Open and Distance Learning Delivery
in the Institute of Continuing Education at the Open University of Tanzania
Kassimu A. Nihuka1, Herbert Ngimi1 & John Traxler2 (1Open University of
Tanzania; 2Wolvermpton University)
Based on the WST (Willingness or perceptions, Skills or Competences and Tools
or Access to Technology) Model (Knezek, Christensen, Hancock & Shoho, 2000),
this paper discusses findings related to opportunities and challenges for
successful integration of Moodle Learning Management System in the delivery of
courses in the Institute of Continuing Education (ICE) at the Open University of
Tanzania. The study used multiple holistic case research design to explore
lecturers and students perceptions, competence and access to Moodle
Learning management System in education. The study involved 20 lecturers from
ICE (based in Dar es Salaam) and 250 students drawn from Kinondoni (90
students), Ilala (70 students), Temeke (40 students), Morogoro (20 students) and
Tanga (30 students) Regional Centres. Structured questionnaires for lecturers and
students and one follow up focused group discussion for students were used for
data collection. Analysis showed that the reported positive perceptions of
lecturers and students regarding use of Moodle in course delivery, competence
in using technologies such as Microsoft office applications and accessibility to
Computer and Internet facilities are among the major opportunities for successful
integration of Moodle in education. The critical challenges on the part of
lecturers and students however included unreliable electricity, lack of information
searching skills and that they feel uncomfortable to use print-based study
materials. It is recommended that it is feasible to integrate Moodle in the
delivery of courses in ICE in order to enhance Open and Distance Education at
the Open University of Tanzania.
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The Impact of Limited Access to Internet Facilities on Students Active

Learning in Higher Learning Institutions: A Case Study of Kigali Institute of
Education (KIE)
Aim Thophile Rutonesha & Samuel Nshimiyimana (Kigali Institute of Education)
The aim of this study is to investigate the impact of limited access to Internet
facilities of students active learning in a higher learning institutions. Thus, the
paper deals with the following questions:
What kind of Internet facilities are available at KIE?
What is the importance of Internet facilities on students active learning?
Are there any strategies to be put in practice in eliminating the existing

challenges?
The study target population consisted of the day program KIE students from
level two to level five in all faculties as well as lecturers and the ICT director in
KIE. This study used mainly a survey research design and a simple random
sampling technique. The total sample was 111 (including 66 students, 44
lecturers and the director of ICT in KIE) out of a population of 3330. Both
qualitative and quantitative techniques were used by face-to-face questionnaires
and interviews in order to collect the needed data from the sample.
The results indicate that students need to access Internet facilities during
academic activities, such as conducting research or learning. Due to shortage of
connected computers to the Internet and slow bandwidth, students get barriers
to access enough Internet facilities. This has consequences on the quality of
education. Hence, the suggested measurements and the addressed
recommendations should be considered by the concerned bodies and
individuals in order to overcome the various challenges.
E-learning Infrastructure Development from Policy to application The Case
of Rwanda Education Commons
Louise Karamage
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Which Impact Open Educational Resources Combined with e-Learning can

have on the Access and Quality in Rwandan Higher Education Institutions
Gerard Rwagasana (ICTEDU Learning Center)
Over the last fifteen years, student enrolment in Rwandan higher education
institutions has increased exponentially so that almost all of them have a number
of students far beyond what they were designed to accommodate. Even so, they
cannot still absorb the increasing demand on higher education. Unfortunately,
due to lack of financial resources, this adequately increasing of infrastructure and
equipment, nor by the corresponding increase of the number of qualified
teaching staff, what leads to lower quality of education.
Clearly, this growing demand for higher education cannot be met by traditional
methods of delivery alone. It is necessary to use other approaches. Government,
higher education institutions leaders and public want for the higher education
system: the best access, the best quality and the lowest cost. Obviously, these
requirements are impossible to meet by traditional methods of teaching face to
face.
OERs are the best learning materials freely available anytime anywhere for
students and teachers. They can be reused, revised, remixed and redistributed.
So, they can be adapted for the needs of local use.
The most important teaching/learning materials needed by teachers and
students are text books, but the prices of textbooks are so exorbitant that higher
educational institutions cannot afford to properly equip their libraries with the
best existing books. OERs offer the solution, allowing a free access to the best
books in all subjects. We understand the benefits for students, teachers and
institutions which save money that would have been used for equipment for
libraries. This saved amount of money could be used for example to improve ICT
equipment, etc.
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Thu, 6 Sep 2012, 15.30-17.00 Panel II Curriculum and content

(Board Room)
Chair: Joseph Rusanganwa (National University of Rwanda/Linkoping
University-Sweden)
Preliminary Evaluation of a Collaborative Learning Program between
Rwanda and the University of Virginia (USA): The Necessity and Role of
Telehealth for Postgraduate Surgeons in Rwanda
Joseph L. Ngenzi (Kigali Health Institute)
The Postgraduate Program in Surgery was created in 2005 at the Faculty of
Medicine at the National University of Rwanda to reduce the deficit of surgeons
in Rwanda. Currently there are only 0.5 total surgeons / 100,000 people (0.15
general surgeons / 100,000 people) and few trainers. A Learning Program has
been developed for Telementoring. The objective is to determine the usefulness
of a North-South teleconference between academic institutions as a tool for
undergraduate and post-graduate medical education. Therefore we have
evaluated the perceptions of this tool among both students and residents in
Rwanda and at the collaborating overseas site. This paper will present
preliminary evaluation data on ongoing teleconferences between the National
University of Rwanda (NUR) and the University of Virginia (UVA).
Telehealth is a feasible and well-received tool to complement medical education
for Rwandan (NUR) and American (UVA) medical students and residents. Further
research is needed to evaluate and quantify the benefits of such programs.
Mastery of Basic ICT Skills and Effective Learning In KIE
Adalbert Kunda-Umuhire (Kigali Institute of Education)
This study set out to investigate barriers that hamper mastery of basic ICT skills
to the enhancement of effective learning in Kigali Institute of Education and
determine possible solutions to handle those barriers. Answers were sought to
the following questions:
Do basic ICT skills impact on effective learning process?
What are the barriers for KIE students to master basic ICT skills?
What may be the solutions to tackle barriers encountered by KIE

students in the mastery of basic ICT skills as a key for effective learning?
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In total, 148 people formed the sample to the present study. These included 120
students, 28 academic staffs. Data were collected using questionnaires, field
observation and interviews guide. Both qualitative and quantitative analyses
were done depending of the character of the data collected. Through this
scientific research the following hypothesis were verified:
The mastery of basic ICT skills enables students to be more

participative/active in their learning process.
The acknowledged poor ICT skills for the student, is due to limited
practice and access to ICT facilities.
The overall findings of this research show that there exists a crucial impact of
basic ICT skills on effective learning process. However, there exist some barriers
for KIE students hampering the mastery of basic ICT skills to enhance effective
learning process. The researcher grouped those barriers into three broad
categories; barriers related to KIE computer/internet laboratories equipment and
management, barriers related to ICT skills level of KIE lecturers and barriers
related to ICT skills level and personal motivation of KIE students.
The present study recommends that KIE puts much more effort in improving the
basic ICT skills of KIE students by all means for effective learning. It suggests
mobilizing ICT related equipment especially enough computers and appropriate
software/programs. It proposes also the reinforcement of teaching of computer
basic skills in KIE. Lastly, it encourages further researches in the area of ICT in
higher education.
Enforcing Pedagogy for Active Learning in Rwandan Higher Education
through Web-Based Instruction
Irne Ndayambaje (Kigali Institute of Education)
From the near past, there have been an exponential increase of the number of
enrollments in Rwandan Higher Education and the tendency keeps rising up
faster. However, the reality is that, such accelerated figures of students in higher
education cannot go with the one of required teaching staff, physical educational
resources and infrastructure. As a consequence teaching is becoming hectic and
active learning becoming much limited if not impossible. Therefore, as learners
become more and more passive, interactions lecturers-students gradually
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limited, effective learning can hardly be assured. In front of such realities and
educational challenges, there is need to think of new strategies for an effective
higher education. Based on the acquired experience as the Coordinator of eLearning Programmes started in September 2009 at KIE and having gone
through the existing review literature, the researcher explores the benefits of
using Web based Instruction (WBI) to address the issue of handling big classes of
students, applying active learning principles and modernizing teaching-learning
process.
Moreover, the researcher foresees the existing opportunities and strengths to
improve the teaching-learning process considering much Governmental and
institutional efforts to invest in purchase, installation, maintenance, training
related to ICTs.
Open Source Content Management Systems (CMSs) and Education in
Rwanda
Emile Abayisenga (Tumba College of Technology)
Nowadays, many companies, associations, NGOs, Individuals, build their
websites using content management systems. The goal of CMS is twofold; the
first is to facilitate the creation of content, including by people with no
knowledge in web development. The second goal is to reduce development
costs of complex sites, including the management of user accounts, forms, photo
galleries, catalogs, etc. But some people will just pick one of the CMSs without
any study to determine which one suits their businesses in terms of response
time, security, variability, etc. This result into temporal breakdowns of websites
often related to poor choice of CMS. Most websites in Rwanda are customized
for Joomla or Drupal both PHP open sources. TUMBA COLLEGE OF
TECHNOLOGY will contribute to compare them in terms of performance and
response time in different environment (Windows and Linux servers).
Furthermore we want to encourage our students to reach the level of
contributing to Open Source CMSs. People who use Open Source CMSs are
categorized in four levels:
Level one: People use what other people have prepared for them. They only
change text, format and pictures on existing templates. You dont need to be a
Programmer or IT Professional or Computer engineer to do that.
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Level two: People can create their own modules depending on how they want
their websites to look like. This level is a little more advanced than the first but
still does not need more expertise of Programmers. Everybody can reach this
level easily.
Level three: Programmers can add modules to the open source CMSs and
publish the modules for others to use.
Level four: Experienced Programmers check modules published by others and
assess them in term of security and performance and suggest solutions when
they notice drawback.
In Rwanda we are at door one, few are on level two, we enter, we use templates
others have provided us, change some text, format, and maybe add some few
things of our own and get out. Yet we call ourselves Programmers, Computers
engineers, Computer Scientists and IT Professionals. TUMBA COLLEGE OF
TECHNOLOGY being and academic Institution need to produce qualified
people both in skills and behavior that can go further and reach levels three and
four so that we can contribute to the society in many areas, website
development using open sources CMSs included.
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Thu, 6 Sep 2012, 15.30-17.00 Panel III Innovation and development

(Delegate Room)
Chair: Gaurav Bajpai (Kigali Institute of Science and Technology)
E-library Project
Eden Shami Benimana (Isaro foundation)
An e-library or electronic library is a library in which books are stored as files
online or on a computer. In our case the books are online or on a computer,
accessible through an application. The books provider will be the website
www.amazon.com, the same provider will also have devices called Kindles that
can access books from the website and save the books for further use.
This project is among the first three e-library projects in Africa and it is the first
in Rwanda. In order to have more like this one in Rwanda, the public needs to be
informed about the importance of an e-library in education. The advantages and
disadvantages it has for schools, students, teachers; the costs to get it running
and to maintain it; the necessary conditions to ensure that whoever is using this
system respects the rules set by amazon.com which is the main provider.
E-Health Mobile Apps the Age of Innovations, Innovations
development: Mobile Apps
Gaurav Bajpai1 & Jaya Shukla2 (1Kigali Institute of Science and Technology;
2
Kigali Institute of Management)
and
Health care is primarily the most important asset in the world today. The
electronic developments shall help medical science to a great extent. e-Health
and m-Health apps are unique ways to provide quick medical help to patient
through the nearest doctors, hospitals for efficient medical facilities. Not only
shall this provide medical help but also be used in monitoring of patients records
and evaluating their physical health even remotely. The service of e-Health and
m-Health apps shall also be restored to CRM (customer relation management)
services for better SCM (supply chain management) of medicines and other
medical supplies on including vaccines, medical products etc. Technological
developments and mobile banking facilities aim to easy banking and financial
transactions through e-commerce at door steps. The collaboration of all units
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with health insurance, banking, CRM, SCM, e-commerce shall lead to quick
continuous effective medical services and supplies overall improving time
efficiency and services.
These system can be installed at village level co-ordinating through districts and
with national statistics institutes based on cloud computing provide medical
practitioners, hospitals, suppliers, consumers, distributors and patients in coordinated manner as national IDs provide unique identifications. All relevant
private and public stakeholders shall collaborate to provide financial support and
business intensive models for improvement. The care and treatment in such a
way shall re-organise and structure the old system of delays and non-availability
of medical supplies or even non-availability of medical doctors on time. These
Mobile apps shall provide BPO services as well as employment opportunities for
the community as a whole with effective medical care as basic intention with
technological development.
Clinical Skills Laboratory Methodology as an Innovative Approach of
Teaching in Health Institutions, Case Study of KHI
Olive Bazirete (Kigali Health Institute)
This paper presents the case study on the use of skills lab methodology at Kigali
Health Institute as an innovative approach for teaching in health institutions.
According to Stark and Fortune (2003) Curricula revolution and challenges in the
clinical settings have popularized the use of alternative clinical settings, such as
the clinical skills laboratories. Before the adoption of this self-directed clinical
Skills Laboratory, KHI was using a demonstration room, which was teacher
directed. Although practical training was conducted before 2003, it was
inadequate in terms of resources (space, staff, equipment and management).
The primary role of clinical skills training is that it offers an innovative learning
method that efficiently fills the gap between theoretical knowledge and clinical
practice. The importance of clinical skills is derived from the fact that they are the
cornerstone of the daily work of all health professionals. In this way, students
learn in a safe, non-threatening and realistic environment. Facilities of clinical
skills laboratory enable teachers to use teaching tools amenable to structure and
restructure to provide standardized and reproducible experiences.
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SQL Injection, Injection Detector, Tokenization

Lambert Ntagwabira
With SQL injection, it is possible for malicious application users to send inputs
that contain malicious statements that aim to change the SQL statement
structure and thus allowing the attacker to execute arbitrary SQL commands on
the vulnerable system. There exist only two types of variables in a SQL
statement namely strings and numbers. As specified by SQL standards, strings
variables are single quoted, whereas numbers are not. Considering the structure
of SQL Injection attacks, an attacker cannot succeed without sending inputs that
contains at least one single quote or double dashes in a string input field. It is
also impossible for an attacker to send input that contains attacks statements in a
numeric input field once the numeric input field is well validated to accept
numbers only. As every input field in the query is delimited by two single quotes,
the number of single quotes corresponds to the double of string input fields.
This is the foundation of our approach because it is based on tokenizing a query
by following the rule of getting the number of tokens which is equal to the
number of string user input fields that exist in a query. With our approach of
SQL Injection Detector and Preventer controller, the query that contains real user
inputs must also be tokenized to see if the submitted user inputs do not contains
SQL Injection Attacks. If a user has made SQL Injection Attacks, it means he/she
has included extra single quotes or double dashes in his inputs and consequently
the number of tokens has increased. When the number of tokens has increased
following the action of a user who is attempting to make SQL Injection, the
Injection is detected and the query cannot be executed. The process of
detecting and preventing SQL Injection Attacks is performed according to two
algorithms: Query Tokenization algorithm and Injection Detector algorithm.
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Thu, 6 Sep 2012, 15.30-17.00 Panel IV Professional

development for educators (Imbehe)
Chair: Alphonse Uworwabayeho (Kigali Institute of Education)
Improving student-teacher interaction and class feedback by using
Integrated Web-portal services
Eze Herbert Onyebuchi (Tumba College of Technology)
Busy schedules, changing means of education, changing profiles of
contemporary students, modern learners' and business culture (Tinio, 2002), has
placed a great limitations on students direct access to teachers for consultations
and feedbacks outside the classrooms (Knight, 2003). There is a need for an
educational tool that would provide a combination of services that enables for
ubiquitous channels of consultations, interactions and feedback between
teachers and students.
The software development methods including system requirements and
specifications (Albany.edu, n.d), analysis, design and implementation in form of
web-portal combing Instant Messaging system, Time-table system, Virtual Library
system combining text and video contents were used in developing this tool.
PHP, CSS, and XHTML were used for the web programming while database was
implemented using MySQL (Valade, 2007). Increased learning rate due to
increased effectiveness of class feedback, video lessons review, students-teacher
online interaction via web portal resulted from the use of this tool. Also students'
interest and motivation were increased as a result interactive nature.
Adequate feedback, consultations and reviews are necessary for ensuring
effective learning by students. The Web Portal system is beneficial to students
and teachers, by providing the interactive online channels for these feedbacks
and consultations.
Using ICT in Education
Adrien Bizimana (Groupe scolaire Saint Vincent Pallotti)
Rwanda has been investing in the integration of information and communications
technologies (ICT) in education for a decade. However, little is known about how
ICT can be used effectively in teaching and learning respectively to new method
of learner-centered pedagogy. This study is focusing on the best ways to use ICT
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in teaching and learning in Rwandan schools, where ICT tools are used for
development and personal use. Teachers used ICT in a wide range for teaching,
professional development and personal use. However, teachers did not use ICT
to radically change their Pedagogical practices, but rather to sustain their
traditional practices.
Design of an information management system of research projects writing
at AUCA
Antoinette Dorikirezi (Adventist University of Central Africa)
Presentation of a software that assist the Adventist University of Central Africa to
monitor how students choose their research topics and to be sure that students
do not write on the same topic. The software also helps to avoid plagiarism
among students.
Teacher Development and Management Systems (TDMS) in Uganda
Annet Mugisha Kajura (Ministry of Education and Sports, Uganda)
The Teacher Development and Management System (TDMS) in Uganda was
designed as a strategy to implement the Education Reform Programme aimed at
improving the quality and equity of Primary Education. Consequently, this
innovative programme was intended to practically change the focus and function
of Primary Teacher Education from not only providing Pre-service teacher
training but also In-service teacher training programme
The overall goals of TDMS are to increase access to quality learning
opportunities and to improve school management and instructional quality.
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Thu, 6 Sep 2012, 15.30-17.00 Panel V Monitoring and evaluation

(Muhazi)
Chair: Ernest Ngendahayo (Rukara College of Education)
Relevant best practice on the use ICT in teaching and learning
Emmanuel Manirafasha, Sylvain Habimana, Gilbert Karareba, J.Pierre Mbagurire,
Christopher Sooka & Chantal Cyulinyana (Kavumu College of Education)
Referring to an Ancient Chinese proverb Give a man a fish and he will eat for a
day. Teach him how to fish and he will eat for a lifetime. Kivumu College of
Education (KCE) has a target of teaching the young teachers how to profit
sustainably from the Education because the education is life, and through them
Education will be available to all. The integration of ICT in Education is one key
used by KCE to achieve its mission and target. Though Information and
Communication Technologies are considered to be widely used for educational
purposes, the process of integrating ICT in education is hardly a simple and
straightforward one. The transition from traditional teaching to ICT-enhanced
environment is not always obvious. Overlaps in the application of ICT tools in
teaching often occur. The ICT integration in education assists the teachers to
improve their teaching.
The Rwandan government has policies of promoting science and technology,
and Education for all. But some barriers are hindering them: In many schools
there are a big number of students/learners in the class; Scientific subjects
required expensive laboratory materials and equipment, and many Rwandan
schools where KCE graduates are supposed to go to teach do not have those
materials that are the main raison pushed KCE to train its students using some
techniques, which will enable them to overcome that challenge, such as:
improvisation skills and improvised material, ICT enhance learning environment
in science teaching and learning, KCE uses ICT integration in Education as virtual
Laboratories in Chemistry Physics and Biology in order to solve a problem of lack
of materials even the negative effect of some chemicals/products used in the
laboratories on the students (virtual laboratories has been introduced at KCE by
Eng. Emmanuel and now is used by all academic staff members) and lesson
presentation using ICT in Mathematics, Physics, Biology, Chemistry, Computer
Science and Education.
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KCE has also target of training other secondary teachers graduated from other
higher learning Institutions on the ICT integration in teaching and learning. Even
though KCE has integrated the ICT in teaching and learning vis--vis its mission
is still facing some challenges: lack of trained Tutors and Assistant Tutors in ICT;
and lack of enough adequate and effective software for all subjects contents.
Understanding the notion of quality in e-learning in higher education
Liliane Umutesi (Kigali Independent University)
Nichols (2008) defined e-learning as pedagogy empowered by digital
technology. According to Roseberg (2001), e-learning refers to the use of
internet technology to deliver a broad array of solution that enhances knowledge
and performance. Since the 1990s e-learning has gained much popularity both in
business and non-business environments such as education institutions. There
has been a rapid expansion of e-learning technology; the increase number of
computers in homes, workplaces and in many places has tremendously
enhanced e-leaning (Cunnigham et Al., 2004). Higher educational institutional
seems to be the highest adopters of e-learning, because of their major drivers
such as reducing the cost of learning, quality in teaching and learning, widening
participation and student expectations (Littlejohn and Pegler, 2007).
As in many other field, the term quality promotes many discussion; quality in elearning has been discussed by different researchers such as Selim (2007),
Holsapple and Lee-Post (2006), Usoro and Abiagam (2009) and Usoro and Abid
(2008). Nonetheless, research into issue of quality in e-learning seems to be
lacking in fullness. The main objective of this study is to help lecturers and
students to understand the notion of e-learning(definition, tools, advantaged and
disadvantages) and of investigate the factors that are relevant to quality in elearning in higher education.
The methodology to be used in this study is qualitative research where
Appreciative Inquiry Method (AIM) and system map will be used to collect
primary data from experts in the field of e-learning. AIM refers to a facility that
tries to provide information system developers a method that allows them to
make critical analysis on what was done by others in a particular area/filed of
interest West (1995). While a system map is described as a diagram that can be
used to help record a domain of interest and its context (West and Stansfield
(1999).
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The research aimed at providing factors that are relevant to the quality of elearning in higher institution from lecturer perspective compared to factors
founds in literature review.
Appointment scheduling using smartphone apps
Jean Pierre Muganga (Tumba College of Technology)
The increasing popularity of smartphones in developing countries and in Rwanda
in particular, lead to the assumption that mobile phone applications can facilitate
lifestyle changes. The use of mobile phone to manage appointment schedules
and appointment reminders can allow people to more easily arrange for events
in their calendars.
This paper describes the design and development of a mobile application that
includes scheduling functions using mobile phones. The application facilitates to
add, update and modify meetings, appointments and events and stores the
information on a mobile phone that runs Android OS. The application would also
serve alerting/notifying user for the upcoming events and corresponding location
(avenue). The application supports the local language (Kinyarwanda) in addition
to English with flexibility to incorporate more languages. The application is
implemented in java platform. Intended audience/users are mainly TCT HODs to
keep track of all meetings and managing appointments with students and/or
TCT staff.
Home/Office Lighting Control Using Smart Phone
Jean Pierre Musabyimana (Tumba College of Technology)
The advent of smart phones has inspired a lot of research recently, geared
towards developing customized software tools widely known as Mobile Apps.
Today, mobile phones are not only essential tools for facilitating communication
but also slowly becoming a preferred platform for running cross-cutting
applications due to their portability and mobility. In this paper, we propose an
intelligent system, aimed at controlling home/office lightings using a smart
phone. In a country like Rwanda, where energy is a scarce resource, our system
will go a long way in helping people to control their lightings with much more
mobility, thus curbing unnecessary energy consumption. In comparison with the
conventional system, which covers only 10 meters, experiments carried out show
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that our improved intelligent system, with an embedded micro-controller AT

Mega 128, Bluetooth technology, X bee module 2.4 GHZ could cover at least
100 meters.
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Thu, 6 Sep 2012, 15.30-17.00 Panel VII Technology in Education

Policy 2 (Auditorium)
Chair: Gilbert Munyemana (National University of Rwanda)
Translating information and communication technologies in African contexts
On the creative and adaptive role of design, failure and users
Norman Schrpel (University of Halle, Germany)
The deployment of information and communication technologies (ICTs) for
development in Africa produces huge expectations and numerous new forms of
interventions and transformations. It is often argued that by bridging the
information gap in spreading ICTs, economic growth will be accelerated,
agriculture, industrial productivity and the efficiency of public administration will
be increased, and the competitiveness of developing countries strengthened.
The rather questionable success of implementing standardised ICT-solutions in
the last decade leads to the assumption that the majority of these devices could
not be translated adequately when they were transferred.
This paper is situated at the intersection of Anthropology and Science and
Technology Studies and therefore focuses on to the relations between
knowledge, social order and material infrastructures. In focusing on the role of
design, failure and users the constitutive aspects of these processes and actors
will be mapped out. The arguments will build on qualitative data from the
literature and from fieldwork in Rwanda and other contexts in Africa.
The paper will serve two purposes. On the one hand it will provide some general
remarks on adaptations of ICTs within African contexts. Thereby it will in
particular focus on how state interventions and development projects are
translated in ICTs (i.e. the production of new figurations) and how these
technologies at the same time get shaped in the process of translation. The
second purpose of the paper will be to discuss empirical cases from the field of
ICT in education to show the forms of creativity that is needed to adapt
information and communication technologies to African contexts.
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ICT in agricultural education, research and technology transfer in Rwanda

Muthiah Sankaranarayan & Laetitia Nyinawamwiza (ISAE)
This paper deals with the current system of education in Rwanda, ICT policy of
Rwanda, the four focus areas and the eight ICT pillars to be achieved during the
20 years plan from 2000 to 2020. The main thrust of this paper is ICT in
agriculture. The system analysis of agricultural situation in Rwanda is covered.
This paper tackles the different ways and means of ICT in Agricultural Education,
Research and Technology transfer. Setting up of Computer Education
Laboratories with latest hardware and software, Internet browsing facilities and
CD ROM Education for academic libraries are some of the focus areas for
improving the ICT in agricultural education. The establishment of Research
Information System, Weather Information and forecasting System and InterUniversity Network system will pave the way for fostering research, technology
transfer and community development in Rwanda. The quality of agricultural
education and research will be enhanced through training of teachers in ICT
especially in new computer software, statistical packages, and modeling and
simulation studies. The office automation and administration of agricultural
institution has to be strengthened by developing packages for automation of
students academic records, Personnel Information Systems, Financial
Management Systems, Inventory control and Library management system.
Quality distance learning delivery requirements
Paul Masterjerb Birungi (Freelance Consultant)
Over the past decade, distance learning activity has become pervasive in higher
education and a growing phenomenon.
Institutions have sought opportunities through distance education, including
expanding market reach, increasing revenues, and providing services to
corporate employees and conventional student populations.
There are a number of issues institutions need to be aware of when embarking
on such mode of delivery if quality is to be adhered to later on sustainability of
the programme.
Providers of this kind of mode of delivery of distance learning tend to confuse it
with conventional/traditional delivery system which ends up frustrating the
beneficiaries.
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The paper will try to provide and expose salient guidelines that are pre-requisites
to setting up a delivery mode of distance learning, by considering seriously the
following: Mission, commitment, environment, stakeholders involvement,
student support infrastructure, information systems and reliability of delivery
channels, timing, design, methods of learning, instructional resource,
assessment, relations and touch on frequently asked questions by students just
to mention but a few.
Rwanda Virtual Training Center (RVTC)
Gloria Ingabire, Alain Murara & Pauline Ingabire (National University of Rwanda)
The Rwanda Virtual Training Center was developed as a tool for all people who
are interested in training but especially by Rwandans. The benefits of these forms
of training are numerous: increased productivity, higher job satisfaction, greater
leadership ability, regular training and learning opportunities are an investment
that will allow employees to prosper and develop their careers while giving your
business a highly skilled workforce and a competitive advantage in the market.
Training can save the organization money if the training helps the employee to
become more efficient.
The scope of the project is to develop and implement a web based application
to support individuals through entrepreneurial and career specific training and to
transform and grow local communities. The user will access the information via a
single Web-based interface. The system provides the following solutions:
Trusted Center of Training: Rwanda Virtual Training Center (RVTC) will

be a National and International Board with the standards qualifications
where interested people will get trainings through ICT technology. This
will help controlling Certificate delivery.
Number of Participants: As online trainings do not necessarily need
rooms this will solve the problem of insufficient rooms thus the number
of learners will be unlimited and trainers number will no more depend
on the size of trainees.
Attendance: Trainings are accessible from any computer, and usually
twenty-four hours a day. Training is able to be completed at any
location and at any time, which is better suited for most of people as
they save on travel expensive and being away from their working places
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or from their respective responsibilities. And catch up is possible once

someone has missed a session.
Credibility: There is no doubt that RVTC will provide credible trainings.
Because only legitimate trainers will be allowed to train people.
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Fri, 7 Sep 2012, 11:00-12:30 Panel I Access and accessibility

(Meeting Room)
Chair: Etienne Ntagwirumugara (Kigali Institute of Science and
Technology)
Enhance Learning through Technology: Access and Accessibility
Maryse Murerwa (Institu Catholique de Kabgayi)
The capacity for information and communications technology (ICT) has been
growing exponentially over the last 10 to 15 years. Computers have become
more powerful; Satellite, fiber optic and wireless technology has increased
transmission capacity; and software developments. The Internet, in particular, the
World Wide Web, has had a remarkable impact on education at all levels. In the
past, new technologies such as the telephone, radio, television, cassettes,
satellites, and computers were all predicted to bring about a revolution in
education. A whole new range of web-based tools and services now provides
learners with the opportunity to get knowledge through digital learning
materials, personal learning environments, and social networks.
How the applications of these new technologies enhance the existing learning
system?
This paper focuses on integration of new technology in Information and
communication to improve existing classroom teaching and traditional learning
system. The argument is made that E-Learning system and tools provide an
opportunity for new design models for education and training that will better
prepare citizens and workers for a knowledge-based society without limit.
Study Mode Does Not Matter: MLearning can Support Internal and Distance
Learners
Paul Birevu Muyinda (Makerere University, Uganda)
Not enough research has been done to establish the role of location-based
context on mLearning amongst distance and internal learners. Using a
comparative analysis employing survey data collected from internal and distance
learning students at Makerere University in Uganda, we have established that
mLearning can be used by both internal and distance learners in their different
authentic location-based contexts. The crucial point is to have mLearning
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customized to suit the pedagogies and learning opportunities necessary for each
category of learners in their respective contexts. For internal learners, negotiated
use of mobile devices in the classroom is required to avert possible rejection by
faculty who might sight the disruptive nature of these devices to classroom
learning. Our study can be extended to establish the significance of mobile
devices, cost, government and institutional policy, public and learners opinions,
age and societal ethics on mLearning amongst internal and distance learners.
English online resources
Libby Karangwa-Miles
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Fri, 7 Sep 2012, 11:00-12:30 Panel II Curriculum and content

(Salon Priv)
Chair: Connie Schmidt (Esri Rwanda)
Strenghening the Understanding of Partial Differential Equations (Pdes)
Through The Use Of Matlab Tools
Jean-Bosco Mugiraneza (Kigali Independent University)
Teaching engineering sciences courses shows that a large number of students
exhibit weakness in math applications. The teaching and assessment of
theoretical topics in science and engineering may be often supported by the use
of software simulation packages. Some of these simulation packages have the
ability to implement the theoretical concepts into a practical piece of electronics
hardware. Technology is helping teachers to expand beyond linear, text-based
learning and to engage students who learn best in other ways. The recent
development and usage of computer software tools in science and engineering
education allows a greater understanding of the subject matter and increases
teaching efficiency, (W.Ebel and N.Younan, 1995). As a powerful programming
and simulation tool, Matlab becomes more and more essential in current
curricula of Science and Technology. Manipulation of mathematical operations
and theoretical concepts can be achieved through the use of Matlab. The ability
to numerically generate signals suitable for simulation from partial differential
equations allows students to visualize and enjoy the application of mathematics
in solving real world problems. The use of Matlab for solving partial differential
equations has several advantage including student familiarity, integration with
other systems and ease of parameter manipulation. A particular learning
problem has presented itself in the teaching of PDE problems using Matlab
PDETool. The main objective of this paper is to help students improve partial
differential equations skills for signal processing and image compression.
This research aimed at describing a model to be used as a simulation tool and
how it can generate wavelet transform from PDE solution. We have imported the
solution of PDE solution from Matlab workspace to signal processing tool. We
have sampled the imported solution and applied the band pass filter to the
sampled solution. The convolution of the sampled PDE solution with the impulse
response of the band pass filter has generated wavelet transform. This algorithm
computes the wavelet transform either directly of via Fast Fourier Transform. The
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computation of the FFT of the PDE solution has produced complex wavelet too.
The FFT provides analysis of the PDE solution in frequency domain. This idea can
be extended further to other types of PDEs such as Elliptic type and parabolic
type of equations. Hence, Matlab tools allow a better understanding of partial
differential equations and increases teaching efficiency and it would help
students to assimilate some applications of PDEs in signal processing and image
compression.
Exploring the peer assessment in university mathematics learning using
media tablets
Ghislain Maurice Norbert Isabwe & Frank Reichert (University of Agder, Norway)
Higher education is facing unprecedented challenges with the increasing
demand of high quality education, which is driven by tougher global competition
in terms of the human capital. The student populations are fast growing in most
universities whereas the sources of funding are not increasing in the same
proportions. Subsequently, the teaching staffs workload gets higher and higher
hence putting the quality standards of education at risk. As the class size
increases, it becomes more difficult to learn in a highly teacher-controlled
environment, since the teacher cannot address individual students needs.
Therefore, a teacher should be conceptually seen as a facilitator for the students
to learn as s/he provides them with guidance and opportunities to explore and
make sense of the subject of study. A sustainable quality education requires
novel approaches to teaching and learning, to provide the best education with a
minimum of resources. For instance, the students should be encouraged to be
more active in their learning rather than being the passive receivers of the
instruction. This study calls for a fundamental shift from instructionism (a teacher
focused educational practice) towards constructivism (a student focused
educational practice); but keeping in mind that a combination of both practices
may be the best in certain cases. In addition to adopting the appropriate
educational praxis, the innovations in educational technology can further
enhance the learning experience.
Media tablets are gaining popularity in university students communities as the
technology matures. Besides communications and digital media consumption as
their primary functions, the latest media tablets can also be used for data
production and processing in teaching and learning contexts. This work revisits
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the practice of peer assessment as a means of formative assessment. Based on

the user centred design principles, the students at KIST (Rwanda) and the
University of Agder (Norway) were involved in developing a media tablet
technology supported peer assessment system. The students role in system
development is reported as well as their active learning through peer assessment
of mathematics assignments. Results of the experimental study generally showed
improvements in the technical usability of the system throughout the
development cycle. The analysis of the pedagogical usability criteria suggests
that there are possible learning gains of using such a system. The findings
indicate that the peer feedback has a potential to improve the students
achievement and the media tablets hold a promising solution in learning the
mathematics and related subjects. Furthermore, the challenges of implementing
effective peer assessment systems supported by new information and
communication technologies are discussed.
The Room for Computer-Assisted Translation Tools in the Modern Translator
Training, The Case of the National University of Rwanda
Donat Nzigiyimana (National University of Rwanda)
The ever-fast technology advances have increasingly demanded translators to be
conversant with computer-based translation technology, which has transformed
the way professional translators work. Hence, scholars have not ceased to
conduct research in the area of translation and its relation to ever-advancing
technologies. As a result, lots of Computer-Assisted Translation (CAT) tools have
been produced and used. The research on their impact on translation has
steadily been a topic of great interest mainly owing to a couple of reasons: first,
the CAT renders the workflow quicker and more dynamic; secondly, it allows
seeking out and doing translation job online.
Currently, translators must learn to utilize a series of computational translation
tools to meet new requirements of the market that is becoming bigger and
bigger for professionals. Therefore, as stated by Anthony (2006: 9) some
institutions offering translation training awakened to technology necessity are
striving to integrate it in their curricula. Nevertheless, most others are still
lagging farther behind whilst technology has been the top resort to handle
diverse translation assignments and a hub for translators already working and
those seeking out job from worldwide.
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This research was undertaken at the National University of Rwanda. Its grandoverarching aim was to assess translation technology and its teaching in
comparison to the demand of current translation labor market. It was aimed at
investigating about the package of Computer-Assisted Translation tools skills
offered to the NUR student translators.
Computer-aided instruction technology to improve presentation skills for
teaching and learning
Muthiah Sankaranarayan & Laetitia Nyinawamwiza (ISAE)
This paper deals with the Computer Aided Instruction (CAI) Technology to
improve the quality of teaching and learning. This paper discusses many issues in
preparation of slides and improves the presentation skill of the teachers using
power point and other presentation tools. The slides have to be designed with
certain regulations for heading, body and conclusions. The data presentation skill
is achieved by confidence and competence to engage an audience by means of
well prepared verbal, visual and/or written material slides. This paper discusses
the ways of addressing the audience for successful presentation and how to
make speech without boring by including flavor, humor, personal connection,
evidence and appeal to logic. This paper supports ideas of how to target the
audience with general and specific purposes and target the multiple audiences.
There are different types of presentations like presentation for a particular
purpose, presentation to inform, presentation to persuade, inspire, etc. This
paper discusses different types of speaking to the audiences. It includes
speaking from points, speaking by memorizing, speaking by reading and
speaking off the cuff etc. It explains the structure of presentations, transitions in
presentations, depth of presentations and emphasis of presentations. It also
warns the critical errors in presentations like leaving the audience at the dock,
losing the audience at sea, projecting the slides that no one reads, presentations
made by ignoring Murphys law, presentations without enough preparations and
loosing composure. The ideas to prepare good quality slides and presentation
skills are incorporated into the paper.
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Fri, 7 Sep 2012, 11:00-12:30 Panel III Innovation and development

(Auditorium)
Chair: Joan Murungi (National University of Rwanda)
IBABA Project: Technology at the Service of Learning to Write, Writing to
Read and Reading to Innovate
Catherine Uwimana (Ibaba)
The purpose of this paper is to introduce the Ibaba Project, a participatory
design and development process of a learning open space for children and
youth in Kigali City. In our era, educational trends are experiencing a revolution
from using traditional methods to a more participatory, hybrid and active
educational system, involving the use of technologies, which proved to
encourage active learning, creativity and innovation, as well as motivating critical
thinking and community based learning. These technologies are new
opportunities and open portal to expand knowledge and facilitate access to
education with the use of ICT tools such as Internet and the use of constructive
learning tools. Ibaba open space and library offers educational products and
services developed from experiences learned at Ibaba through workshops,
manuals, and podcasts, online based materials, etc. to children, youth and
educators. The access to Ibabas projects and services will be particularly
facilitated for rural and urban poor children, youth and educators. Exchange
programmes among schools, institutions and organizations shall be organized
and the use of different media tools to spread to the furthest corners of our
country. The project will design, develop and publish materials developed by
professionals working in collaboration with children, educators and youth
through workshops, trainings, competitions, open workshops, documentaries
and forums on science based projects, through the use of ICT, arts, and practical
experience. This will install motivation and a culture of reading to learn and grow
a culture to exploration and a culture of scientific research by interactive,
innovative and grass roots inspired solutions adapted to our culture, educational
needs and knowledge gaps. As results of the project, children, youth and their
educators shall be equipped with, not only with theories, but practical skills and
knowledge to make them comprehend better the environment they live in,
challenges they meet, in order to find sustainable solutions. Children, youth and
educators understanding the practical outputs of what they learn, their role in
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sustainable development, then empowered with skills and using indigenous and
grass roots solutions enhanced to modern and global thinking, will own
knowledge management and will be more perfectly set to solve problems they
encounter in their everyday life, channelling their knowledge into concrete
sustainable solutions.
Kinyarwanda.net
Fiacre Mushimire (Carnegie Mellon University Rwanda)
Kinyarwanda.net is a Kinyarwanda - English dictionary created to help people
who are learning either language. What makes it different to other dictionaries is
that the software has been designed for a Bantu language. Words are stored
with prefixes, stems and modifiers, so it allows you to search for different forms
of the same word. You can search for singular forms and plural forms of nouns,
and present tense or past tense forms of verbs. The dictionary content and
reference materials are released under a Creative Commons license which
permits you to share, modify, reproduce it in any form, provided that it is not
used for commercial purposes, and that you give credit to this project. The site
code is released under a GNU General Public License and is available for
download from Github.
Blogging and schools tech magazine, the e-learning assistants
Dioscore Shikama (GO Ltd)
To implement innovative ways of learning in the educational system of Rwanda
requires a change of mindset. e-Learning is an Internet based and thus for both
students and teachers the use of Internet in Education is a new lifestyle. To
improve and speed up the change of mindset so that people can accept and
understand the use of e-Learning, the provision of information on technology is
an obligation. We found that the combination of blogging in schools and the
development of a School Tech Magazine is a powerful tool to enhance
information provision. This combination of different online publication formats
will assist the successful implementation of e-Learning. Moreover, it will help
students and teachers having access on various information and government
policies on the.
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1. The introduction of blogs in Education lets students be open minded and

helps them to find effective ways to share information among them. In general,
students and teachers will have access to worldwide information and this will
help them to create a good atmosphere where everyone is motivated, inspired,
innovative, and creative. Through blogs content about entrepreneurship and
leadership will be highlighted and could lead to a brighter future! It might be
through the creation and consumption of blogs we utilize our Internet
broadband, where teachers will discover new ways to work hand in hand with
their students and stay connected to their partners.
2. In Rwanda, the Internet network are still a challenge. Due the lacking
infrastructure of electricity many schools do not have access to the Internet. For
this reason we found that having a School Tech Magazine seems to be an ideal
blending technology. A school Tech Magazine helps both students and teachers
in particular those living in rural areas, where Internet access is limited to be
aware of what is happening in the use of Internet Technology for Education in
Rwanda and others related government projects.
From the combination of both Blogging in schools and school Tech Magazine
development, the reading and writing culture will be more improved so that eLearning will be no longer an idea or plan but the issue in process to its success.
SMS System
Clarisse Iribagiza
This paper describes how a SMS platform can be used for an effective
management to SMS content and feedback. The SMS platform leverages the use
of mobile and web technologies to allow users to access SMS content and
feedback through any web browser, with no additional software.
The features of the System fall into four major divisions: SMS blogging,
manipulating SMSs, storage and data mining; The system can also be exploited
as mobile messaging platform to communicate fast and efficiently with schools,
students, parents and other institutions using the grouping functionality of the
system.
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Fri, 7 Sep 2012, 11:00-12:30 Panel IV Professional development

for educators (Board Room)
Chair: Annet Mugisha Kajura (Ministry of Education and Sports, Uganda)
Factors Affecting Primary School Teachers Attitudes towards the Use of
Information and Communication Technology in Education in Rwanda: A Case
of Kigali City
Jean Claude Zigama (INILAK)
The purpose of this study is to investigate the factors affecting primary school
teachers attitudes towards ICT in education in Rwanda. Teachers attitudes were
examined from two related theoretical frameworks introduced by Rogerss (1995)
Diffusion of Innovations Theory and Technology Adoption Model (TAM). Both
quantitative and qualitative methods were employed to collect data from
teachers in selected primary schools of Kigali City. A questionnaire was
distributed to a sample of 234 teachers, chosen from randomly selected primary
schools of Kigali City. In-depth Focus Group Interviews (FGI) with a purposive
sample of 9 teachers stage in the sampled schools followed the survey. Results
from both quantitative and qualitative data were analysed, using appropriate
SPSS software, to find out the main factors affecting teachers attitudes towards
ICT in education in Rwanda.
Inferential statistics such as correlations between teachers background
information and selected independent variables including computer attributes,
cultural relevance of computers, perceived computer competence, and access
location and frequency of ICT resources use, were used. Multiple regression
analysis indicated that of all the independent variables analysed, only cultural
relevance of computers, computer attributes and the age of teachers had a
significant predictive value of primary school teachers attitudes towards ICT in
education. Based on the findings, recommendations were made to the Ministry
of Education and other partners in education, to help change the attitudes of
teachers towards ICT use in education in Rwanda.
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Enhance Learning through Technology with Emphasis to Computer and

Internet: A case Study of INES-Ruhengeri
Francis Dominicus Nzabuheraheza
Information-communication technologies (ICT) are a part of our world and we
use them every day. Information and communication technologies (ICT) have
also become commonplace entities in all aspects of INES activities. The main
objective of this paper is to investigate the effectiveness of ICTs at INES as a
Higher Learning Institution of Applied Sciences in Rwanda.
Across the past ten years of INES existence the use of ICT has fundamentally
changed the practices and procedures of nearly all forms of Endeavour within
business, good governance and professional education at INES.
Within
education, ICT has begun to have a net presence and the impact is positive in
education sector where applied sciences are very socially oriented activity and
quality education is well known in the region and associated with strong qualified
lecturers having high degrees of permanent personal contact with learners or
students.
This paper discusses the Roles of ICT in applied sciences at INES-Ruhengeri.
Information communication technologies (ICT) at present are influencing every
aspect of applied sciences. They are playing salient roles in work places,
business, education, and entertainment. Moreover, any lecturers recognize ICTs
as catalysts for change; change in working conditions, handling and exchanging
information, teaching methods and materials, online learning approaches,
applied scientific research, and in rapid accessing information. Almost academic
staffs have computers (laptops) and students have the easy access to computers
Laboratories. A survey conducted at INES showed that more than 80% of
relevant teaching materials are extracted from Internet. More than 98% of
lecturers use computers for teaching materials preparations. Different reliable
illustrations in applied sciences are obtained from internet. Distance learning is
facilitated by ICT progress. Communication is easy at INES through ICTs. So ICTs
play a great role in applied sciences for students vocational training and
professionalism reinforcement at INES. Therefore, ICTs have the key benefits or
advantages, promises, limitations and key challenges of integration to modular
systems education were here monitored in order to meet the MINEDUC
objectives, Rwanda vision 2020 and MDGs.
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I was found that regardless of all the limitations and challenges characterizing the
ICT, benefits or advantages of use of computers, internet and projector in
modular system are so huge to provide the quality education in alignment with
constructivism, self teacher training, open educational resources, immense
library, distance learning possibilities, wonderful curriculum and content
development, easier access to fresh and relevant teaching material leading to
contemporary accepted paradigm of modern easy learning method with
perceptiveness towards the brighter future of INES.
Teacher professional development on integrating ICT in the teaching and
learning process
Alphonse Uworwabayeho (Kigali Institute of Education)
University teachers reflections on the use of ICT in Physics teaching,
success and challenges: the case of Higher Education in Rwanda
Joseph Rusanganwa (National University of Rwanda & Linkoping University,
Sweden)
Aiming to understand the use and impact of ICT on university physics teaching in
Rwanda, a survey through interviews was conducted to gather teachers
reflections. These interviews were conducted for twelve physics teachers from
three major universities in the country in 2011. The survey elicits accounts on the
integration of ICT in the work of teachers, access to ICTs and the challenges
teacher face. Employing social constructivist perspective to illuminate on their
experience, the study revealed teachers eagerness to guide learning of physics
using ICT in a number of ways but also indicated practical problems in the
regular use of it. Based on a modelling approach, it was found that the use of
ICT in Rwanda is at the embryonic stage type I where it is applied to enhance
traditional way of teaching while transitioning to professional improvement. The
study proposes that ICT should move to the stage where it should guide learners
through complex problem solving and managing dynamic learning environment
to transformative stage where teachers are involved in knowledge production,
experimentation and innovation. Finally, it proposes how training in the use of
ICT tools may transform the learning of physics to the required level where
student-centred learning is prioritised.
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Fri, 7 Sep 2012, 11:00-12:30 Panel V Monitoring and evaluation

(Muhazi)
Chair: Solange Mukamurenzi (National University of Rwanda)
Integration of ICT in Management: A Strategic Approach for Success and
Competency
Jaya Shukla1 & Gaurav Bajpai2 (1Kigali Institute of Management; 2Kigali Institute
of Science and Technology)
The aim of the paper is to investigate into challenges and benefits of ICTmanagement integration. Management and ICT have become compliment to
each other. Managers play an important role in complex decision making
process by scanning internal and external environment. Globalization has
increased completion. In present scenario we are having managers from both
developed and developing countries competing together. Knowledge gap in
ICT has become a challenge for developing countries to produce managers
equally competent as in developed countries.
ICT helps in providing speed and accuracy in delivery of making decisions. It is
the duty of educational institutions providing management education to properly
integrate ICT in curriculum to enhance the competency of future managers.
Lecturers evaluation management information system LEMIS
Flaubert Tuyiringire (Adventist University of Central Africa)
The new information system will help to automate the process related to
Lecturers Evaluation in all academic departments in AUCA. Rather than printing
thousands of papers to prepare evaluation questionnaires, the software will solve
the problem of paper wasting and time consuming. Students will evaluate their
teachers online using the system. Results of the evaluation will be done
automatically and within a short time. Sotwares that calculate the math in relation
to this evaluation are incorporated in the evaluation system of this software. Each
teacher, and each course will be done within a short time than it would be if
manual evaluation had to be used.
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Student assessment system based on collaborations through social media

Maniraguha Muhamad & Eze Herbert Onyebuchi (Tumba College of Technology)
Student tracking and assessment lies at the heart of the learning experience: how
learners are assessed shapes their understanding of the curriculum and
determine their ability to progress. At the same time, assessment and feedback
form a significant part of practitioners' workloads and, with increased numbers,
reduced budgets and higher learner expectations, continue to be a matter of
concern for many institutions delivering higher education. Tracking and assessing
student learning outcomes within one course can be accomplished with relative
ease. However, the true challenge lies within providing data for student learning
outcomes for an entire program. The purpose of this work is to develop a system
that can help to track and assess student through social media for higher
learning institutional.
The system allows both learners and teachers to create contents such as text,
images and video. Also, system allow teacher to assess learners by pushing them
to rank the comment from classmate and comment on specific content generate
either by learner or teacher. The system considered to be meaningful when
teaching "net generation" students who have different styles and expectations.
We predict that higher earning institution of the future will be less concerned
about content delivery, since students can access diverse information
ubiquitously, and will focus more closely on the recognition and accreditation of
learning, wherever that might have taken place. This means that we need to
concentrate more strongly on supporting student engagement with learning, and
I argue that the strongest locus of this is through improving assessment.
Devising an education assessment system for Rwanda learning from
elaborate National Assessment Systems
Ernest Ngendahayo (Rukara College of Education)
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Fri, 7 Sep 2012, 11:00-12:30 Panel VI Technology in education

policy (Plenary Room)
Chair: Joseph L. Ngenzi (Kigali Health Institute)
Opportunities for Mobile Learning and implications for national educational
policies in developing countries
Thomas Abell (Accenture Development Partnerships, USA)
Mobile learning represents a key lever of innovation and creates a
leapfrogging opportunity for developing countries to expand the reach and
impact of education. Mobile learning, however, presents several challenges to
the traditional educational sector. Mobile solutions are currently developed and
delivered primarily by the private sector, and mobile education will likely be
viewed as a large market opportunity by mobile operators and content
providers. Mobile solutions also have the potential to effectively deliver new
education models based on individual, self-paced learning, which are difficult to
align with traditional classroom-based public education.
Technology leapfrogging has been a consistent theme in developing countries
as they look to speed up their maturity by skipping older generations of
infrastructure and focusing investments on emerging areas. The mobile phone is
the classic example of leapfrogging, which has enabled tremendous economic
advances at much higher rates than with older wire-based telecommunications
systems.
Within the education sector, there are several leapfrogging
opportunities, and mobile learning, in particular, builds on the previous trends.
Mobile learning and other technology-based educational solutions will represent
new challenges to the education sector in developing countries. The policy and
regulatory frameworks needed to support the effective adoption of new
approaches will be complex, and successful examples are not available from
developed countries. Developing countries will need to figure out how to enable
the traditional education sector to work in partnership with the private sector to
bring forward the best solutions and to guarantee universal access to quality
education. The transition will be difficult, and the national policy and strategy
will need to provide clear vision and guidance while maintaining a flexible
approach.
ADP has been working with developing country governments in Tanzania, Kenya,
Ethiopia and Haiti to develop policy approaches for ICT in education. The
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conclusions will identify the key innovations and opportunities presented by the
adoption of ICT in education and the important policy challenges and
approaches. By focusing on the most promising opportunities and developing
forward-thinking policy approaches, developing countries can position
themselves to take advantage of technology solutions more quickly and
effectively. This will accelerate access to education while minimizing potential
disruptions to the education sector.
ICT in Education: The Net class ahead
Jean Claude Bakurikiza (Rwanda Innovative Teacher Forum)
Within a classroom, learning process should be live, the teacher has to let
learners practice and use their creativity to learn from their discovery and
originality. S/he has to give examples, explanations and demonstrations as well
as corrections where /when necessary. Question: Is it easy to find time for all
these activities and cover the whole program to use. Answer: Yes, it become
easy by using ICT tools. Teachers as well as learners may practice and follow
every ones screen using Net meeting. With this powerful software, both sides
will gain time.
No waiting for demonstration before practicing.

No need to bend up the learners for show
No need to move here and there to answer for learners questions.
No need to move here and there for making learners activities
No need to use removable disks to copy files or folders on any computer
Imagine the time spent by teachers if they must check every learners screen for
any exercise given, to answer every ones question. The net meeting my help
and it becomes the net-class
Information and Communication Technologies (ICTs) in enhancing Access to
Higher Education
John Manzi (Umutara Polytechnic)
Governments strategic Intervention in Bridging the
Communication Technology (ICT) Divide through Training
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Information
and
The gap between those who have access to or use digital technologies and
those who do not is wide across the globe. The digital haves and have-nots
live tens of years apart in terms of technological advancement. Many countries
have recognised Information and Communication Technology as a critical sector
for achieving national development objectives. For example Rwanda aims to
transform itself into a knowledge-based, highly competitive, industrialized econfriendly nation with sustainable economic growth and high quality of life. The
government envisages that by embracing the development of ICT, Rwandans will
benefit through Access and availability of information that assists them in their
daily lives; Increased competitiveness of business and commerce in the global
market place; Establishment of an environment conducive to the development of
Rwanda-based ICT providers that are competitive internationally, and create
opportunities for employment and economic diversification.
In order to achieve ICT development goals, governments in this part of the world
have come up with a variety of interventions. This paper explores some critical
interventions that can facilitate the bridging of the ICT divide through training.
The use of ICT in Education and research KHI experience
Joseph L. Ngenzi (Kigali Health Institute)
In 2002 Kigali Health Institute (KHI) was having only 10 computers and one
computer lab for the entire students body. Today KHI has more than 150
computers and 4 computers labs for students, as well as additional computers in
the KHI Library and skills lab. A number of students have started to have their
own personal laptops. The connectivity has been gradually increasing from 512
kbps in 2004 to 30 MB nowadays. At KHI all graduates have undergone a
computer literacy module, which covers (introduction to computer, Microsoft
word, excel, PowerPoint, and how to use internet to access trusted health
databases). ICT skills have been integrated in other modules or unit:
Research modules
Nursing informatics
Medical technology III/Teleradiology
Skills lab methodology where students practice before real hand touch
on patients.
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Blended learning project capacity building has been initiated with Tulane
University partner institutions. Up to now several short courses have been
conducted since 2008. Lecturers have been trained on how to use the learning
management systems, innovative Libraries and evidence based medicine.
KHI in collaboration with NUR Faculty of Medicine and School of Public Health
have initiated the Rwanda Health Sciences Network with a mission of sharing
resources and promoting innovation in four project areas: Pedagogy, Curriculum,
Research and professional development and Policy and strategy,
Several desktop videoconference and room based video conference have been
tested, evaluated and used ranged from skype, dim dim, wimba, polycom
pvx,and recently KHI have acquired high definition videoconference system.
Lecturers in South Africa have participated in KHI teaching and learning by
teaching the module Telemedicine and Medical imaging. More than 10 sessions
have been conducted between Rwanda-KHI and UVA in America. Several
videoconference tests have been conducted in country between KHI and other
Rwanda different sites. The use of ICT offers to KHI much more possibilities.
High caliber Lecturers all of the world can participate in our basic education and
research without the cost of transport and accommodation. our student and
Lecturers can teach more students and attract abroad students with appropriate
use of technology. KHI via the Regional Health E-Health Center of Excellence will
engage with faculty members, hospitals and communities via advanced high tech
appropriate use of technology in Rwanda and abroad.
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Fri, 7 Sep 2012, 11:00-12:30 Panel VII Technology in education

policy 2 (Delegate Room)
Chair: Laetitia Nyinawamwiza (ISAE)
Information system for human resource management within Umwalimu

Sacco
Eric Ngiriyomba (Adventist University of Central Africa)
Presentation of a Windows based human resource management software,
developed in Microsoft Visual Studio 2005 with Sql Server 2005. The Software
consists of different modules: Managing the Organization Chart, Recruitment
Management, Employee Management; Payroll Management; Loans or
Deduction Management; Leaves and Absence Management; Performance and
Evaluation Management; Report Module; User and Roles Management. All these
were to be done manually. Currently, the software has removed many of the
manual hardships.
School management system
Peter Nyakare
Rwanda School Management Portal
Alain Murara, Gloria Ingabire & Pauline Ingabire
Rwanda Education Board (REB) was confronted with a problem of lacking an ICT
educational infrastructure to manage Rwanda secondary schools.
The existing system yields problems such as difficulty in evaluating statistics of
each and every secondary school in an easy and quick way, knowing the course
progress in each school and making follow ups on the students progress and
performance. The proposed system (RSMP) is a web-based application that acts
as interaction between REB and any secondary school by providing to REB
necessary information to control some learning activities performed in each
secondary school registered in the system. The system will also help the school
staff to control teaching process and to assess students performance and
progress.
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Online management system for registration of AUCA students

Angelique Uwamahoro (Adventist University of Central Africa)
Manual registration of students is costly and time consuming in most of the
schools. The Adventist University of Central Africa designed a software that
removes the problem of registering students manually. The software is currently
functioning at AUCA.
-82-
Notes
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Sponsors
Other Sponsors
85

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Timetable

*Registration Times: Tue - 14:00-17:30; Wed, Thu, Fri - 07:00-19:00

RICTE 2012 Organizing Committee

Theme: Enhance Learning through Technology

NComputing Enabling Education Globally to Achieve

Briefing Note to Session Chairs

Some Information on Rwanda

Thu, 6 Sep 2012, 15.30-17.00 Panel I Access and

Enhance Learning through Technology

Theme: Enhance Learning through Technology

Rwanda International Conference on Technology and Education

In what ways can technologies enhance learning and teaching?

In what context technology-based solutions most effective?

How can new technologies be contextualized? Which solutions are

How new technologies can be designed and implemented and by

Which challenges and which strengths do African contexts provide?

What are the future perspectives?

How can partnerships be designed and developed in order to create a

Enhance Learning through Technology

Rwanda International Conference on Technology and Education

NComputing Enabling Education Globally to

Enhance Learning through Technology

Rwanda International Conference on Technology and Education

Enhance Learning through Technology

Kigali Serena Hotel

Tel: +250 788 184500

Timing of Panels and Presentations

Rwanda International Conference on Technology and Education

Briefing Note to Session Chairs

Enhance Learning through Technology

Rwanda International Conference on Technology and Education

Some Information on Rwanda

Gender based violence: 3512

Enhance Learning through Technology

Genocide Memorial Sites

Akagera National Park: Home of big African wildlife such as elephant,

Nyungwe Natural Forest: Home of beautiful birds and chimpanzees

Virunga National Park: Volcanoes; home of mountain gorillas and

Lake Kivu, one of the deepest lakes in the world

Rwanda National Museums

Rwanda International Conference on Technology and Education

Enhance Learning through Technology

ICT in schools in Rwanda: Gender, Capabilities and Social Justice

Rwanda International Conference on Technology and Education

Enhance Learning through Technology

initial investments to ensure basic digital literacy is achieved. Emerging methods

Rwanda International Conference on Technology and Education

Thu, 6 Sep 2012, 11.00-12.30 Panel I Access and accessibility

Enhance Learning through Technology

Rwanda International Conference on Technology and Education

What are the benefits of e-learning program to an institute of higher

What are the challenges encountered by students under e-learning

What should be the means to overcome the challenges encountered by

Enhance Learning through Technology

e-Learning & Integration of HLIs and Schools: Access and Accessibility

Rwanda International Conference on Technology and Education

Thu, 6 Sep 2012, 11.00-12.30 Panel II Curriculum and content

Enhance Learning through Technology

Rwanda International Conference on Technology and Education

foreign help, Ahazaza has decided to develop some income generating

Enhance Learning through Technology

Thu, 6 Sep 2012, 11.00-12.30 Panel III Innovation and development

Rwanda International Conference on Technology and Education