Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

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This chapter presents gender disparities found in the faculty of education at the time of this study. These are discussed from a theoretical point of view. The author takes a view that gender mainstreaming is a contested concept, practiced in various ways by governments, institutions and departments. Although practice varies, the aim is to eradicate gender inequality completely. This implies that any workplace that intends to support gender equity must also support multiculturalism. If multiculturalism is practiced in an institution or organization, the organizational culture will provide a leeway for gender diversity. The objective of this chapter is to compare the institutional culture to the societal culture of the University of Botswana. Gender mainstreaming practices at UB are analyzed. The chapter describes observed gender disparities, possible solutions and suggestions for what seems to work for the future. It also explains gender discrimination as rooted in both organizational and societal culture.

The study investigated a teacher technology integration professional development model. The model focused on using SMART Board to improve pre-algebra achievement. The importance of the study was that the pre-algebra students at the middle school had a lower passing rate on the pre-algebra standard of learning (SOL) assessment for the past 3 years compared with other middle school students within the district and state. The methodology was guided by the single group pretest and posttest research design. Two research questions were investigated. Data were collected from four pre-algebra teachers and their combined 240 students using the pre-algebra SOL strand test and the SMART Board Technology Proficiency Survey. Results from the descriptive and inferential statistics showed the intervention increased students' mathematics scores and teachers' SMART Board proficiency scores from pretest to posttest.