ABSTRACT
This chapter is concerned with the ways in which Information and Communications Technology (ICT) can be used in low-income countries to support young people to develop knowledge and skills that enable them to participate fully in society. It describes the context in which ICTs are being introduced into society and schools in Rwanda. The chapter discusses the ICT policy framework and moves on to discuss the particular context of mathematics education, which provides the case study. It discusses the Education Quality ICT project and the approach to professional development that emerged throughout the project. The chapter explains a model of participatory action research, developed within the Rwandan context for the specific case of mathematics teaching. It argues that Amartya Sen capability approach can provide a framework for rethinking ICT use in schools and for conceptualizing professional development as participatory action research.
