eLearning Africa 2010Creating an Enabling Environment for Implementing and Sustaining ICT and Knowledge Society Interventions

26th May 2010 Mulungushi International Conference Centre, Lusaka, Zambia

GeSCI-PanAf Workshop on Research in ICT Education & DevelopmentGeSCI-PanAf Workshop on Research in ICT Education & Development

GeSCI Meta-Review of ICT in EducationGeSCI Meta-Review of ICT in EducationThe Phase 2 Report The Phase 2 Report

Mary Hookermary.hooker@gesci.org

Research Project ManagerGeSCI

PanAfrican Research Agendaon the Pedagogical Integration of ICTs

P1 Meta-review Background

• • multi-disciplinary lensmulti-disciplinary lens

• relevant research themesrelevant research themes• contemporary trendscontemporary trends

Major purposes for ICT meta-reviewMajor purposes for ICT meta-review

Major P1 Themes for ICT(2006-2008)

1. Leadership / management1. Leadership / management

2. Infrastructure / accessibility2. Infrastructure / accessibility

3. Integration into T & L3. Integration into T & L4. Teacher education4. Teacher education

5. Educational content5. Educational content

a.a. Challenges / constraintsChallenges / constraintsb.b. Evolving field developmentsEvolving field developmentsc.c. ““Hot” topicsHot” topicsd.d. Research gapsResearch gaps

Le Baron & McDonough 2009a Le Baron & McDonough 2009a

• ICT success depends on transformed practiceICT success depends on transformed practice• ICT needs better alignment with learning researchICT needs better alignment with learning research• Holistic development trump piecemealHolistic development trump piecemeal• No disruption – no changeNo disruption – no change• Implementation must respond to local cultureImplementation must respond to local culture• Policy needs multi-sector, cross-hierarchical coordinationPolicy needs multi-sector, cross-hierarchical coordination• Equity means more than hardwareEquity means more than hardware

Key Findings from Phase 1

P1 Themes: Time to rebuild?P1 Themes: Time to rebuild?

Phase 2 Report

1. Leadership / management1. Leadership / management

2. Relevance / transformation2. Relevance / transformation

3. Equity of access3. Equity of access

What’s going on?What’s going on? What works?What works? How do we deploy resources?How do we deploy resources? What do we need to know?What do we need to know?

Le Baron & McDonough 2009b Le Baron & McDonough 2009b

P2 Themes: Building towards inclusion? P2 Themes: Building towards inclusion?

Global Monitoring Report 2010

Strengthening Strengthening the learning the learning environmentenvironment

Improving Improving accessibility & accessibility &

affordabilityaffordability

Expanding Expanding entitlements & entitlements & opportunitiesopportunities

The Inclusive Education TriangleThe Inclusive Education Triangle

UNESCO 2010 UNESCO 2010

P2 Metaphors for Leadership

Strengthening the learning environment?Strengthening the learning environment?‘Grammar of schooling’ (Martinez & Correa)

Strengthening the learning environment?Strengthening the learning environment?

‘Grammar of schooling’ (Martinez & Correa)• Contemporary schooling worldwide structured on a Contemporary schooling worldwide structured on a

hierarchical industrial modelhierarchical industrial model• Educational leaders need to create “disruption” to change Educational leaders need to create “disruption” to change

grammatical rulesgrammatical rules• Locus of leadership at school level for constructive Locus of leadership at school level for constructive

innovationinnovation• Sound educational planning to realize benefits of massive Sound educational planning to realize benefits of massive

technology infusiontechnology infusion• ‘‘Landscape’ of teacher education Landscape’ of teacher education (Bigam & Rowan)(Bigam & Rowan)• Critical success factors for ICT-rich transformation Critical success factors for ICT-rich transformation

– Vision-driven professional development, persistent communication, Vision-driven professional development, persistent communication,

material resources, ongoing researchmaterial resources, ongoing research

P2 Metaphors for Leadership

Transformation & Relevance

Expanding entitlements & opportunities?Expanding entitlements & opportunities?‘Back to the future’ (progressivism)

Expanding entitlements & opportunities?Expanding entitlements & opportunities?

‘Back to the future’ (progressivism)

• Lasting knowledge is “constructed” by learners based on social Lasting knowledge is “constructed” by learners based on social interaction with peers interaction with peers

• ICT offers many affordances for effective creation of ‘constructivist’ ICT offers many affordances for effective creation of ‘constructivist’ learning environmentslearning environments

• At risk students may particularly benefitAt risk students may particularly benefit• Organic integration and authentic collaboration across cultural Organic integration and authentic collaboration across cultural

boundariesboundaries• Technology cannot be "disruptive" if curriculum driving it is not itself Technology cannot be "disruptive" if curriculum driving it is not itself

disrupteddisrupted• Heutagogy – 21Heutagogy – 21stst century teaching based on truly self-determined century teaching based on truly self-determined

learninglearning• Digital learners and analog practices Digital learners and analog practices • Digital schooling from analog structures Digital schooling from analog structures • Is more really more? (1:1)Is more really more? (1:1)

Transformation & Relevance

Equity of Access

Improving accessibility & affordability?Improving accessibility & affordability?Gender, race, ethnicity, nationality, special needs, SES

Equity of Access

Improving accessibility & affordability?Improving accessibility & affordability?

Gender, race, ethnicity, nationality, special needs, SES• Differences in resource access between genders on the wane in Differences in resource access between genders on the wane in

developed countriesdeveloped countries• Culture matters – in some cultures boys more confident in ICT use than Culture matters – in some cultures boys more confident in ICT use than

female peers female peers • Inequities can be reduced through creative strategies – gaming, peer Inequities can be reduced through creative strategies – gaming, peer

coaching, role modelling, adult mentoring coaching, role modelling, adult mentoring • Inequities across and within national boundaries on basis of affluence Inequities across and within national boundaries on basis of affluence

& socio economic status revealed& socio economic status revealed• Attitude differences; training and support distinctionsAttitude differences; training and support distinctions• Equity means more than hardware countEquity means more than hardware count• Inclusive transformational vision requires research into what has been Inclusive transformational vision requires research into what has been

accomplished with counted machinesaccomplished with counted machines

Inclusive Education:The Role of ICTs

Country Programme ExamplesCountry Programme Examples

Gender, race, ethnicity, nationality, special needs, SES• RwandaRwanda – gender disparities non-existent in newly qualified teachers where – gender disparities non-existent in newly qualified teachers where

male and female graduates display equal facility in computer use and where ICT male and female graduates display equal facility in computer use and where ICT literacy represents a force to transcend gender inequity and promote continued literacy represents a force to transcend gender inequity and promote continued female education (Makama & Andersson 2008)female education (Makama & Andersson 2008)

• South Africa South Africa - - strategic collaboration between government, private sector and strategic collaboration between government, private sector and civil society in initiatives such as the civil society in initiatives such as the Mindset Network Organization Mindset Network Organization and the and the Khanya Education Technology Project Khanya Education Technology Project using ICT to both promote access to using ICT to both promote access to secondary education and serve as change agents in a paradigm shift of secondary education and serve as change agents in a paradigm shift of teaching and learning (Evoh 2007)teaching and learning (Evoh 2007)

• NigeriaNigeria - - ICT use as an ODL vehicle for transforming the educational scene –ICT use as an ODL vehicle for transforming the educational scene –cellular mobile telephony enabling experiments with adult literacy learners as cellular mobile telephony enabling experiments with adult literacy learners as well as opening doors to economic empowerment of adult illiterates (Aderinoye well as opening doors to economic empowerment of adult illiterates (Aderinoye 2008)2008)

• Cape Verde Cape Verde - - distance education and ICT modalities utilized to address equity distance education and ICT modalities utilized to address equity and ensure sustainability of provision in problematic areas of post-primary and and ensure sustainability of provision in problematic areas of post-primary and tertiary education (Atchoarena, Da Grace & Marquez 2008)tertiary education (Atchoarena, Da Grace & Marquez 2008)

Unexpected Findings

Absence of the Southern Voice in the Absence of the Southern Voice in the Literature Literature

Unexpected Findings

Absence of the Southern Voice in the Literature Absence of the Southern Voice in the Literature

The global knowledge economy follows an The global knowledge economy follows an established hierarchy established hierarchy even as even as it is premised on ideals of equality. It does not always involve the it is premised on ideals of equality. It does not always involve the unfettered movement of capital, technology, ideas or people, but often unfettered movement of capital, technology, ideas or people, but often entails the one-way movement of educated elite out of countries… entails the one-way movement of educated elite out of countries… (Stambach & Maleka 2006 p333)(Stambach & Maleka 2006 p333)

Researchers ask whether the apparent isolation of Lesser Developed Researchers ask whether the apparent isolation of Lesser Developed Countries (LDCs) is not more attributable to the Countries (LDCs) is not more attributable to the on-going prejudices on-going prejudices of the developed world as it is to LDC shortcomings (Le Baron & of the developed world as it is to LDC shortcomings (Le Baron & McDonough 2009 p30)McDonough 2009 p30)

Some questions for discussion

• Should education be re-visualized to optimize the impact of Should education be re-visualized to optimize the impact of emerging ICT technologies?emerging ICT technologies?

• How can we enhance the dialogue between ICT4E How can we enhance the dialogue between ICT4E research, policy and development of education practice?research, policy and development of education practice?

• How can we use innovative research at ‘classroots’ (micro) How can we use innovative research at ‘classroots’ (micro) and institutional (meso) levels to inform and shape policy at and institutional (meso) levels to inform and shape policy at national (macro) level in a way which will lead to national (macro) level in a way which will lead to transformational change? transformational change?

• How can research networks adequately support How can research networks adequately support governments in monitoring ICT policy as it turns into action? governments in monitoring ICT policy as it turns into action?

Thank you!

References

Aderinoye, R. 2008. Literacy and communication technologies: Distance education strategies for Aderinoye, R. 2008. Literacy and communication technologies: Distance education strategies for literacy delivery. literacy delivery. International Review of Education. International Review of Education. 54 pp605-62654 pp605-626

Atchoarena, D., DaGraca, P.D., & Marquez, J.M. 2008. Strategies for post-primary education in small Atchoarena, D., DaGraca, P.D., & Marquez, J.M. 2008. Strategies for post-primary education in small island developing states {SIDA}: Lessons from Cape Verde. island developing states {SIDA}: Lessons from Cape Verde. Comparative Education. Comparative Education. 44 (2), pp167-44 (2), pp167-185185

Bigum, C. & Rowan, L. 2008. Landscaping on shifting ground: Teacher education in a digitally Bigum, C. & Rowan, L. 2008. Landscaping on shifting ground: Teacher education in a digitally transforming world. transforming world. Asia-Pacific Journal of Teacher Education. Asia-Pacific Journal of Teacher Education. 36 (3), pp245-25536 (3), pp245-255

Evoh, C.J. 2007. Collaborative partnerships and the transformation of secondary education through Evoh, C.J. 2007. Collaborative partnerships and the transformation of secondary education through ICTs in South Africa. ICTs in South Africa. Educational Media International. Educational Media International. 44 (2), pp 81-9844 (2), pp 81-98

Le Baron, J. and McDonough, B. 2009a. Research Report for GeSCI Meta-Review of ICT in Education: Le Baron, J. and McDonough, B. 2009a. Research Report for GeSCI Meta-Review of ICT in Education: Phase 1 [Online]. Available from GeSCI at: Phase 1 [Online]. Available from GeSCI at: http://www.gesci.org/publications.html Available from Available from ERIC at: ERIC at: http://www.eric.gov/ERICdocs/data/ericdocs2sql/content_storage_http://www.eric.gov/ERICdocs/data/ericdocs2sql/content_storage_01/0000019b/80/45/4f/5e.pdf 01/0000019b/80/45/4f/5e.pdf [Accessed 22 April 2010][Accessed 22 April 2010]

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References

Le Baron, J. and McDonough, B. 2009b. Research Report for GeSCI Meta-Review of ICT in Education: Le Baron, J. and McDonough, B. 2009b. Research Report for GeSCI Meta-Review of ICT in Education: Phase 2 [Online]. Available from GeSCI at: http://www.gesci.org/publications.html Available from Phase 2 [Online]. Available from GeSCI at: http://www.gesci.org/publications.html Available from ERIC at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/ERIC at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/47/3d/3a.pdf [Accessed 22 April 2010]80/47/3d/3a.pdf [Accessed 22 April 2010]

Martinez Aebelaiz, A. & Correa Gorospe, J.M. 2009. Can the grammar of schooling be changed? Martinez Aebelaiz, A. & Correa Gorospe, J.M. 2009. Can the grammar of schooling be changed? Computers & Education. Computers & Education. 53 (1), pp51-5653 (1), pp51-56

Mukama, E., & Andersson, S.B. 2008. Coping with change in ICT-Based learning environments: Newly Mukama, E., & Andersson, S.B. 2008. Coping with change in ICT-Based learning environments: Newly qualified Rwanda teachers’ reflections. qualified Rwanda teachers’ reflections. Journal of Computer Assisted Learning. Journal of Computer Assisted Learning. 24 (2), 156-16624 (2), 156-166

Stambach, A. & Malekela, G.A. 2006. Education, technology and the “new” knowledge economy: Stambach, A. & Malekela, G.A. 2006. Education, technology and the “new” knowledge economy: Views from Bongoland. Views from Bongoland. Globalisation, Societies and Education. Globalisation, Societies and Education. 4 (3), pp321-3364 (3), pp321-336

UNESCO 2010. Education for All - Global Monitoring Report: Reaching the marginalized [Online]. UNESCO 2010. Education for All - Global Monitoring Report: Reaching the marginalized [Online]. Available from UNESCO at: http://www.unesco.org/en/efareport/ [Accessed 24 April 2010] Available from UNESCO at: http://www.unesco.org/en/efareport/ [Accessed 24 April 2010]