05/01/2023

05/01/2023

Tabshoura/Kindergarten project

WORLD VISIONLEBANESE ALTERNATIVE LEARNING

DIGITAL OPPORTUNITY TRUST

05/01/2023

What is the Lebanese context ?

Lebanon is currently hosting far more refugees per capita than any other country in the world: one out of four people in Lebanon is a refugee. This increase in population has added immense pressure to the host communities.

Since the population of Syrian refugees is mostly composed of school-age children, access to education is a critical element of assistance to SRs.

Access to education is unrestricted: both Lebanese and non-Lebanese students can freely enrol in public schools.

The Ministry of Education of Lebanon has opened public schools to SRs and has implemented second-shift-class system.

NGO’s and private sector have opened educational centers in deprived regions.

05/01/2023

What are the difficulties SRs are facing when in school?

Difficulties to adapt to the Lebanese program.

Language barrier as the Lebanese science program is taught either in French or in English.

Overcrowded classrooms.

Disparity of student levels within the same class.

Demotivation and school dropouts.

Limited ECE support which makes it difficult for the children to enroll in school later on.

05/01/2023

What is the potential of using ICT resources in early childhood education? (Research)

Help language development and mathematical thinking. Facilitate learning for children from diverse cultural, language

backgrounds, or with special learning needs.Enhance creativity. Educational platforms assume a wide variety

of activities which include creative activities. Learn to learn – there is a strong evidence that computers can be

applied to help even young children think about thinking and that the ICT applications support the development of metacognition.

05/01/2023

What is the Tabshoura/kindergarten project?

Supported by World Vision in partnership with the Lebanese Alternative Learning and Digital Opportunity Trust as part of the #nolostgeneration initiative.

Development and implementation of a free interactive platform : Tabshoura/kindergarten is aligned to the Lebanese Curriculum objectives. It offers the KG1, KG2 and KG3 levels in English, French and Arabic. It focuses on language skills, Mathematical thinking and Social behavior learning objectives

ICT Teacher Professional Development provided by DOT.

Assessment of the impact of ICT in ECE education supported by University Saint Joseph research board.

05/01/2023

Where was it implemented? And who were the beneficiaries?

Location: BEKAA - 5 centers.

Population tested : Syrian refugees attending 5 World Vision educational centers in Bekaa.

108 girls and boys aged 3-5 years participating in program (6 groups of 18 child) 64 girls and boys not using Tabshoura/kindergarten.

Duration: 10 weeks. 3 sessions per week.

05/01/2023

Assessment methodology?

Pre-survey based on Learning objectives and completed for each child by his teacher at time zero

compared to a post-survey based on the same Learning objectives and completed for each child

by his teacher at time + 10 weeks.

Descriptive statistics to present results of the pre and post tests.

Inferential statistics for the comparison between pre and post test result.

Class observation:

Observation grid and qualitative analyses.

Interviews with the teacher at time + 10 weeks:

Recording, transcription and qualitative analyses of the content of the interviews.

05/01/2023

What are the preliminary results of the pre and post test?

Skills Learning objectives

Computer skills Basic computers hardware, mouse, drag and drop, click, spot icons, validate activity)

Listening skills Understanding a story, song, instructions

Story comprehension skills Type of writing, characters, chronological order

Identifies close environment What surround him, members of the family, behaviors, space around him

Identifies food particularities Sweet, salty, fruits, vegetables, ingredient of a recipe, good food, sources of food

Associations skills Items, colors, shapes, characteristics

Identifies an image Elements, characteristics, puzzle reconstruction

Identifies a Word Recognize, reconstitute, associate words, syllabus count

Life science Living, non living, growth, seasons, plants needs

Shapes and sizes Circle, square

05/01/2023

Computer skills

PRETEST

POSTTEST YES

POSTTEST NO

0 10 20 30 40 50 60 70 80 90 100

Chart Title

05/01/2023

Listening skills

PRE TEST

POST TEST YES

POST TEST NO

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

Chart Title

05/01/2023

Story comprehension skills

PRE TEST

POST TEST YES

POST TEST NO

0 10 20 30 40 50 60 70 80 90

Chart Title

05/01/2023

Identifies the close environment

PRE TEST

POST TEST YES

POST TEST NO

0 10 20 30 40 50 60 70 80 90 100

Chart Title

05/01/2023

Identifies food particularities

PRE TEST

POST TEST YES

POST TEST NO

0 10 20 30 40 50 60 70 80 90

Chart Title

05/01/2023

Associations skills

PRE TEST

POST TEST YES

POST TEST NO

0 10 20 30 40 50 60 70 80 90

Chart Title

05/01/2023

Identifies an image

PRE TEST

POST TEST YES

POST TEST NO

0 10 20 30 40 50 60 70 80

Chart Title

05/01/2023

Identifies a word

PRE TEST

POST TEST YES

POST TEST NO

0 10 20 30 40 50 60 70

Chart Title

05/01/2023

What are the primary remarks?

When the children arrived to the centers their learning skills were basics.

Acquired learning objectives between those who used the platform and those who did not use it is significant.

05/01/2023

Remarks gathered from class observation and teachers’ interviews.

(+) Collaboration and interaction : Usually a group of 2 children worked together. Interaction were numerous between them. Children who acquired skills helped the others to complete the tasks. (+) The importance of DOT role in the involvement of teachers (+) Tabshoura had a very positive impact on children’s motivation and eagerness to learn and it is colorful and friendly and they mastered computer skills in a few sessions.

05/01/2023

Remarks gathered from class observation and teachers’ interviews.

(+) Scientific skills evolved quickly because seeing made it easy for the children to understand the concept (Heavy/light- Living/non living- fruits and vegetables- squares and circles). (+) The quality of the content and the fact that it is in Arabic, French and English (+) Tabshoura complemented the class teaching because it is in line with the Lebanese curriculum taught in class. (+) Consistency of the platform structure made it easy to use.

05/01/2023

Preliminary conclusions for this short term impact

Increased ICT capability of teachers (DOT PRESENCE AND COACHING) –Over time

the teachers also developed confidence in their technical skills and encouraged the

children to increase their usage of the platform.

High level of motivation and engagement of the children lead to increased ICT

capability of children – There was evidence across all centers of the children’s

increased capability in using ICTs in a short lap of time.

Autonomy increase – Children were given the autonomy to lead their own learning

pace. Teachers played the role of a tutor assisting the children in their learning.

05/01/2023

Preliminary conclusions for this short term impact

Increased acquisition of listening skills and understanding a story.

Enhanced science learning outcomes for children – Science, in particular, was

an area that saw significant enhancement in the ways children were able to

engage with and develop their skills because the platform made abstract

concept concrete (living/non living).

Motivation: Tabshoura helped the children to become more engaged in their

own learning.

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