HABINEZA Jonathan

This study focused on the use of technology in learning the English language at G.S Bushenge, a school located in Nyamasheke district, western province of Rwanda. The aim was to answer research questions regarding the use of computers and projectors on student performance in English learning, the extent to which mobile learning plays a key role in student performance and identifying the impacts of classroom technology tools on students’ performance in the study area. The study adopted a mixed research method (qualitative and quantitative) in which participants comprising teachers, principals and students, or 78 participants in total, were randomly and purposely selected in GS Bushenge located in Nyamasheke district, Rwanda. Study data was generated through semistructured interviews and questionnaires, and analysis was performed with generated tables and graphs showing the results.The study yielded results, showing that 78 (100%) agree that at G.S Bushenge there are technological tools such as computers and phones. In addition, 78 (100%) proclaimed the absence of a projector stating that classroom technology tools (like computers and telephones) are needed in the delivery of the lesson. No less than 78 (100%) indicated that they were important and had positive effects on students and teachers. In addition, 3 (100%) teachers and head of school show that everything in an exaggerated way has negative effects, which is the reason why this is the reason why we mention the high cost of technological tools, passivity of learners, creation of distraction, provision of erroneous information on the Internet as negative impacts in use of technological tools in the classroom. Finally, the researcher made recommendations for students to be eager to copy with technology and use it for educational purposes. Teachers were also recommended to deal with disruptive student behavior. The government should help teachers acquire their own technological tools and train them in their use in education.