Developing Pre-Service Biology Teachers' Technological Pedagogical Content Knowledge through a TPACK-Based Course
Biology Teachers’ Perception of Impact of Continuous Professional Development Programs in 12-Year Basic Schools in the Kirehe District, Rwanda. anSciences, 20(1), 85-93.
Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda.
The engineering students’ use of multiple representations in mechanics problems solving at a selected public university in Rwanda
Dataset collected to evaluate the impact of continuous professional development training on Rwandan upper primary and lower secondary mathematics and science teachers’ content knowledge and beliefs.
ICT Readiness, Implementation, and Trajectory in Higher Education in Rwanda. In Yu, K., & Dlamini, R. (Eds.). (2024).
Knowledge, usability and challenges of e-learning platforms for continuing Professional Development of healthcare professionals at University Teaching Hospital of Kigali
