Building needs for ICT in primary Schools

Abstract
Primary schools depend on pedagogy to define their spaces. As ICT integrated learning inspires and increases
pupil engagement in the digital age, so should the school become a satisfying place of accomplishment, wonder
and development. ICT-centred learning has affected classrooms, staff offices, libraries and school compounds
in regards to future proofing the designs with appropriate infrastructure and planning. However, primary
schools in the region are ridden with poor construction and overcrowding, which hinders effective ICT
integration. With the government keen to deliver its laptop per child policy, schools should evaluate their
building needs in order to be effective learning spaces. As such, the purpose of this paper is to assess the state of
Primary Schools in Urban and Rural areas in respect to ICT integration and learn best practices from other
countries. Four primary school samples from Kenya and two primary schools from Rwanda, have been studied
in great depth from data collected using interviews and observation techniques. It was then analyzed
qualitatively showing Primary schools in both urban and rural areas ready to learning with ICT when appropriate
spatial planning, construction techniques, and environmental design strategies are applied. The study
recommends that architects take great strides in building primary schools that are flexible, affordable, durable
and community centred to ensure safety and security of the equipment within the current architectural styles
which vary from formal, handmade, intuitive buildings for Rural Schools to fully integrated Technical, Optimized
Prefab or On-site systems for Urban contexts.
 

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