Burundi is small country located in the African Great Lakes region and is densely populated. Its population is estimated at 13.9 million, 61% of whom are young people under the age of 25. The rapid growth of its population is putting great pressure on Burundi's education system, both in basic and higher education.

Burundi has undertaken several reforms to its education system to achieve the objectives of education for all: free schooling (2005), introduction of basic schooling from 2013, reform of curricula. Basic school extends primary school from 6 to 9 years.

As part of these reforms, Burundi has introduced the Information and Communication Technologies for Education (ICTE) course into its education system, with the aim of developing digital skills in general and pedagogical post-basic education.

This paper examines the actual situation of this ICTE teaching. It looks at the actual classroom practices of teachers and pupils as they learn in a rural environment, in five public basic schools in the Mukike local authority area.

The study is guided by Ruben Puentedura's SAMR (Substitution, Augmentation, Modification, Redefinition) model, which defines a classification according to the way technology is used in teaching and its impact on student learning. The methodology is based on a qualitative approach using questionnaires, observation and recording of classroom sessions. Five types of data were collected: five questionnaires filled in by each teacher in the five classes visited, observation notes taken on the fly during lessons, four recordings of lesson progress and copies of one student's notebook per class visited.

The results show that ICTE teachers have initial training in a variety of subjects. In-service training is rare. Teachers' practices vary according to their initial training and the computer equipment available. The notes given to pupils are a summary in the teacher's book. Strategies for improving this teaching are proposed, as well as a model for installing solar panels to supply electricity to computer rooms.

Keywords: ICTE, Education Secondary School, Burundi.