Abstract

The purpose of this research is to identify the tools available in the market that enable the acquisition of knowledge in educational institutions through effective use of information and communications technology (ICT). These educational institutes may be operating with formal classroom based teaching methods or in the distance-learning mode. The focus in this thesis is on the case of Botswana. The affordances and capabilities of ICT offer the potential to solve or mitigate various challenges confronting educational systems and institutions in a developing economy such as Botswana. The first step in this thesis was to collect relevant data and information and analyze the current state of education in schools in Botswana. Information concerning the broad pedagogic context of Botswana are introduced; data regarding internet access and usage, existing baseline rates of literacy, availability of skilled instructors as well as information concerning the specifics of educational policy and initiatives involving the use of technology for teaching and learning are presented. After presenting the context of the Botswana educational system, the crucial gaps in terms of the performance and capabilities of the existing processes in school systems were identified. Arguments are offered concerning the role that ICT could play in addressing these gaps or enabling solutions. Other countries with similar pedagogical infrastructures to Botswana are used as examples. Finally, this thesis offers conclusions and recommendations that are expected to address the gaps identified and specify the actions that can be taken by Botswana's education departments to enhance the level of education in schools in their country.