African ICT Law and Policy (Law/Technology/Policy crossover) | 15 June 2011
Educational Technology Innovations for Remote Learning in Zambian Rural Settings
C, h, i, l, u, f, y, a, K, i, n, y, u, a
Abstract
Remote learning in Zambian rural settings faces significant challenges due to limited access to digital infrastructure such as internet connectivity and electricity. A mixed-methods approach was employed, integrating surveys, focus groups, and qualitative interviews to gather data from teachers, administrators, and students in selected rural schools. A statistical model for analysing survey responses will be used to identify key factors influencing student engagement and learning outcomes. Survey results indicate that 70% of respondents favour interactive multimedia tools over traditional methods for engaging students, with a notable preference for platforms providing real-time feedback (mean \(score = 4\).2 out of 5). The study concludes that tailored EdTech solutions can significantly improve remote learning in rural Zambia by addressing specific needs and preferences. Recommendation 1: Schools should prioritise the integration of interactive multimedia tools to maintain student interest and engagement. Recommendation 2: Continuous professional development for educators is essential to effectively utilise these technologies.