Innovation for Education, Spatial Thinking and GeoICT: A Rwandan Case Study

We present our research on understanding innovation for education in two Rwandan secondary schools. Our innovation for education project focused on developing spatial thinking skills via Geographic Information and Communication Technologies (GeoICT)-based training. Specific GeoICT used focused on 2D, vector-based maps used on Android tablets and commercial desktop Geographic Information Systems (GIS) software. Trainings were conducted in the context of a research program that sought to develop new approaches for Rwandan education innovation. We discuss qualitative results from teacher and student reflections gathered from a Web-based survey about what it was like to be part of the innovation for education process, broader opportunities spatial thinking provides, and innovation for education process feedback. We also conducted extensive group interviews with teachers at the two schools based on data collected from Web surveys. The interviews and surveys allowed us to assess four ways our innovation for education approach impacted teachers and students. First, teachers and students identified broader societal benefits and individual opportunities the innovation for education process is creating. Second, Rwandan teachers identified education and societal benefits for problem solving and reasoning stemming from increased thinking ability, GeoICT training, and space-time thinking ability. Third, teachers found new roles and identities for themselves through incorporation of spatial thinking-oriented curriculum and GeoICT training. Fourth, the importance of certificates and recognition artifacts as tools for students and teachers to establish their new competencies. Our focus on innovation for education, spatial thinking and GeoICT inform the literature onbroader technology-enhanced quality education delivery research on the value of spatial thinking and GeoICTs.