This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.

这项研究是对来自六个撒哈拉以南非洲国家（肯尼亚，坦桑尼亚，乌干达，埃塞俄比亚，加纳和尼日利亚）的4945名科学，技术，英语和数学（STEM）教师参与者进行的跟踪研究。这些教师参与了一个教学数字专业发展计划，旨在培养他们将ICT纳入学校组织和课程实践的能力。这项研究旨在评估ICT教学专业发展计划对教师将教学计划的思想从能力建设转移到课堂教学实践的质量和程度的影响。使用半结构化调查工具收集研究数据，并保留日记以维护实施期间活动和事件的记录。调查结果表明，教师对培训方案的内容和过程表示普遍满意；但是，在实施期间，支持将培训思想转移到学校的必要条件似乎并不充分。讨论了将信通技术纳入学校组织和课程实践中对有效的专业发展的意义，这些活动对教学和学习产生可持续的影响，特别是在撒哈拉以南地区和类似情况下。