Determinants of and dilemmas related to inquiry-based science activities using handheld computers and probeware in Benin, West Africa

The SMART IMPACT project introduced handheld computers and probeware to Benin secondary science teachers to explore their attitudes toward technology integration in inquiry-based science, conditions under which handheld technology and probeware can be used for inquiry, problem-solving, and critical thinking, and the impact on student learning. Sixteen physical science teachers were selected from ten secondary public schools in one of Benin´s urban areas. Results show that introducing handheld-based science activities in Benin may run into obstacles such as a lack of tools, inadequate facilities, and lack of funding. In addition, Benin science teachers do not study innovative technologies as part of their teacher preparation program, and lack pedagogical and technological skills needed to engage students in using new technologies. Efforts to integrate technology into science must combine adequate technology resources with professional development for educational leaders, curriculum developers, and teachers.