By Esther Wachira

Regional Specialist: e-Learning

Development of a Framework for ICT Use in TPD for Pre-

service and In-service Training in Tanzania

(20th -22nd Oct 2009)

Objectives of the session

• Identify different approaches to e-resources development

• Identify different e-resources needs for different audiences

• Identify the general requirements for e-resources development

• Identify the change requirements for technology integration

Outline• Contextual background• Part 1 – Approaches to developing

e-resources from different countries• Part 2 – Different e-resources

needs for different audiences• Part 3 – Demonstration of e-

resources tools• Part 4 – Group discussion

(Identifying change requirements for technology Integration )

Definition of terms

Integration – what is it?• Integration is completeness/wholeness• Seamless combination of essential elements to

make a wholeICT Integration – what is it?• It is the moulding of crucial educational

components with ICT into one entity • It is the fitting of ICT as a tool into the

curriculum and not vice versaIt is not……..• Placement of hardware in classrooms will not

make integration naturally follow• It is not handing out websites or CD Roms to

students

Areas of ICT Integration

Lesson

Topic

Curriculum

Micro

Meso

Macro

Part 1 Approaches to e-Content development by different

countries

Rwanda• Adopt and evaluate – developed

an evaluation framework• Adapt – contextualized adopted

content• Create – build in-house capacity

in NCDC for development of content

• Partnerships forged for license acquisition and contexualisation

• ICT unit and curriculum experts working together and formed a Digital Evaluation Team which has undergone training

• Used the existing instructional framework for text book evaluation

Kenya• Adopt and evaluate against an evaluation

framework• Create in-house capacity in KIE and create own

content• Curriculum developers and practicing teachers &

technology experts have been greatly involved in the scripting and evaluation of digital content

• In future they would like to outsource the development of content in the same way that text material is outsource but provide guidelines and evaluation mechanisms From Jan 2010 all publishers should provide books that are accompanied by a CD according to set criteria

South Africa – Guateng Province• The capacity to develop e-content in -house

widely lacks. Content is developed for the country in the form of National Curriculum Statements (NCS) which provide a framework

• Service providers are being engaged who will assist e-Learning Specialists and Curriculum Specialists to work together to use the National Curriculum Statements to develop quality e-content

• “body shop” of Service Providers exists who have already developed e-content for specific subjects

• Content developed by the service providers is evaluated by the curriculum centre

• Schools are given guidance on which material is appropriate for use

SingaporePillars of e-content development

– E-content must serve a real purpose or need;

– E-content must be economically sustainable;

– E-content must be simple and easy to use;– E-content must NOT be driven by

technology but be people-centric;– E-content must be adaptable in line with

rapid technological changes.

Singapore• Setting up of a clearing house to:

– Source, evaluate and recommend suitable titles

– Obtain software at discounted prices– MoE developed an annual budget to develop

local content that was not available for purchase

– Training of teacher on ICT Integration into the curriculum

– Computer purchase scheme for teachers to inculcate a computing culture among teachers

Singapore• MoE collaborated with local industries to

encourage the development of a wide range of educational software that met the specific needs of the curriculum.

• Introduction of recognition schemes for teachers who are creative in the use of ICTs

• Centralized digital media resources for free access

Lessons Learnt– A wide range of expertise and resources is

required beyond what is available in the education community.

– There is a need for partnerships with industry and researchers to explore emerging technologies that could be potentially useful in teaching and learning.

– The development of interactive learning materials requires wider collaboration beyond the education field

– A phased approach in implementation

Part 2 e-content for different

audiences

E-content Vs Target audiencesDemonstrations of e-content• Primary education..\..\..\..\Pilot Project - e content context• Secondary Education..\..\..\..\..\My Documents\

Esther.wachira\Esther.Wachira documents\Version 4 of my product - twente

• Adult learners..\..\..\..\elearning in Practice course

E-learning contentIn order to maximize the teaching-learning effectiveness each

interactive activity must:• be consistent with Curriculum Development Centre (CDC)

curriculum objectives• be designed to meet specific learning objectives laid out by

the curriculum development centre• be interactive• be designed to maximize learner interaction with the

computer, with other students and in some instances with the teachers

• make it possible for the learners to relate with the activity by way of local examples and analogies.

• be consistent with the local context ( the images, text, audio etc)

• reflect the diversity of the local context• stimulate the different senses of the learner which makes it

more interesting and understandable• be designed to integrate text, images, audio and animation

where relevant and possible• provide for self-learning and assessment• enable the user to learn the material on their own

Part 3 Demonstration of e-content tools

e-Content Evaluation tool• Quality and comprehensiveness of content• Ease of use, functionality, navigation and

orientation• Attractiveness of design and quality of

craftsmanship• Appropriateness of content for intended

purpose• Value added through interactivity and

multimedia• Maintenance and support..\..\..\..\GeSCI Tool version 2\evaluation.html

e-Content development costing tool

http://mis.co.ke/gesci/

Part 4 Group discussion Project: Identifying

requirements for developing e-content for different audiences

Group discussions

• Group 1 - 4 - Strategies to develop e-Resources for different levels of education

• Group 5 – Infrastructure & Delivery

Guidelines• Recording – One person should be in-charge of

recording the proceedings during discussions• Presenter – One person should be ready to

present the discussions in plenary. This may also be the person recording the proceedings

• Time keeper –The time keeper ensures that time is spent productively within the required limits

• Facilitator/leader – leads the group and ensures that the objectives are achieved

• Each group will have a minimum of 6 and maximum of 10 participants

• Groups may be based on interest, profession • Participants are advised that if a group has ten

people they should move on to the next group or start one of their own.

5 Wives and one Husband

How?

What?

Why?

Who?When?

Where?

Technology adoption in education institutions

Rogers (1995)

Technology adoption in Educational institutions

• Innovators - the risk takers• Early Adopters - respected group leaders • Early Majority - the careful, safe, deliberate

individuals unwilling to risk time or other resources • Late Majority - resistant to change. Hard to move

without significant influence • Laggards - consistent or even adamant in resisting

change. Pressure needed to force change.

Where are we in our institutions?

Where do we wan to go?How do we get there?

Nashukuru.

Feedback on the situational analysis• ICT in the TTC’s colleges is mandatory• Finding of the attitude and knowledge is limited and it affects a lot of decision

making – this could be highlighted as a finding• Private colleges and training institutions – what are the benefits to education• Competing priorities in society means that investments are elsewhere as opposed

to education• Disjointed activities is a big challenge in Tz (what is their contribution to the TESSA,

SPIDER)• The availability of the fiber should make Tanzanians think more• GeSCI is not prescribing but helping people think?• How do we retain the large workforce that we have trained• No mention whether we met learners and teachers with disabilities (special

education)• Lack of students in universities in the humanities and arts• Gender and ICT• ICT as a subject as opposed to ICT as a subject• Future role of the professional teacher and its inclusion in the report• Affordability (Link of ICT and affordability) – subsidy• SEACOM reduce by TTCL but not translate to the end user

Conclusion -To move forward

Team• MSCT• MoEVT

– Teacher education– VETA/NECTA/TIE

• Department of Higher Education• Policy and planning (Ponera)• Special Education • Gender and ICT