Coping with change in ICT‐based learning environments: newly qualified Rwandan teachers' reflections

Abstract The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT‐learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school‐based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.