ICT4EICT4EChallenges and issuesChallenges and issues

Astrid Dufborg

(based on work by Mary Hooker - mary.hooker@gesci.org,Education Specialist, Dublin

and Patti Swarts – patti.swarts@gesci.org, Education Specialist, Nairobi)

Global e-School s and Communities Initiativehttp://www.gesci.org

July 2008

MoE – an Ecological approach MoE – an Ecological approach

Ecological Systems TheoryEcological Systems Theory, also called "Development in Context” , also called "Development in Context”

Microsystem ICT4E unit

Other units in MoE

Mesosystem

Other Ministries

Exosystem

Natio

nal p

olicie

s

telecoms

Min o

f energ

y

Macrosystem

GeSCI , 2008Model developed from Ecological System’s Theory, Bronfenner, 1979

Paper Based MediaPaper Based Media

Assumptions about LearningAssumptions about Learning

Based on information processing and Based on information processing and behaviourist learning theoriesbehaviourist learning theories

Learning is a transmission of knowledgeLearning is a transmission of knowledge Learning is most effective when planned in a Learning is most effective when planned in a

tight programme for the placement of tight programme for the placement of “knowledge bricks” in learners’ minds“knowledge bricks” in learners’ minds

Linear thinkingLinear thinking

Electronic Digital MediaElectronic Digital Media

Assumptions about LearningAssumptions about Learning

Based on constructivist learning theoryBased on constructivist learning theory Learning is a reconstruction of knowledgeLearning is a reconstruction of knowledge Learning is most effective when part of an Learning is most effective when part of an

activity the learner experiences individually activity the learner experiences individually and/or in groups as constructing a meaningful and/or in groups as constructing a meaningful productproduct

Systems thinkingSystems thinking incorporating incorporating feedbackfeedback and and adaptationadaptation

One-to-oneOne-to-one

Many innovations based on Many innovations based on ‘open’‘open’ or or ‘child-‘child-centred’centred’ or or ‘constructivist’‘constructivist’ or or ‘radical’‘radical’

education forms have been disappointing education forms have been disappointing because they simply did not go far enough because they simply did not go far enough

in making the student the in making the student the subjectsubject of the of the process rather than the process rather than the objectobject..

Papert, 2004Papert, 2004

Instructionism Instructionism Paper based – Paper based – Drill and KillDrill and Kill - Static - Static

LearnerLearner is passive is passive objectobject receiving receiving knowledge at the end of a knowledge at the end of a

transmission linetransmission line

InstructionismInstructionismPaper Based MediaPaper Based Media

Electronic FlashcardsElectronic Flashcards

ConstructionismConstructionismElectronic Electronic - Microworlds - - Microworlds - DynamicDynamic

LearnerLearner is active is active subjectsubject constructing knowledge ‘in the constructing knowledge ‘in the

head’ which is supported by head’ which is supported by ‘construction in the world’‘construction in the world’

ConstructionismConstructionismElectronic Digital MediaElectronic Digital Media

Interactive MicroworldsInteractive Microworlds

Computer technology can provide interactive Computer technology can provide interactive toolstools adequate to the task for enabling new adequate to the task for enabling new dynamic ways of learningdynamic ways of learning

Tools such as Tools such as LogoLogo, a programming language for , a programming language for Mathematics to “really get kids Mathematics to “really get kids to thinkto think in a more in a more fundamental way about thinking in all kinds of fundamental way about thinking in all kinds of contexts, to become contexts, to become strategic thinkersstrategic thinkers, to become , to become more involved in more involved in designingdesigning and and building building knowledgeknowledge” ”

Feurzeig cited in Agalianos et al. 2001:480Feurzeig cited in Agalianos et al. 2001:480

Reconceptualizing Activity TheoryReconceptualizing Activity Theory

InstructionismInstructionismPaper Based MediaPaper Based Media

ConstructionismConstructionismElectronic Digital MediaElectronic Digital Media

InstructionismInstructionism

TechnicalizingTechnicalizing

VV ConstructionismConstructionism

Not technicalizingNot technicalizing

The route to better The route to better learning is to focus learning is to focus on on improvement of improvement of

instructioninstruction

The route to better The route to better learning is to focus learning is to focus on how to produce on how to produce

the the most learningmost learning for for the the least teachingleast teaching

Boundary Objects MeetTensions and Contradictions

Expanded Learning?

Engestrom, 2001

The central issue of change in The central issue of change in education is the education is the tensiontension

between between technicalizingtechnicalizing and and not technicalizingnot technicalizing, and here , and here

the teacher occupies the the teacher occupies the fulcrum positionfulcrum position

Papert, 1993Papert, 1993

Ethiopian One-to-one Pilot 2007 Ethiopian One-to-one Pilot 2007

Introduction of the OLPC XO Sugar applications with Eduvision Melepo software digitizing Amarhaic textbooks into Ethiopian Education System

two schools with two 2nd grade classes twelve teachers three workshops of training in class and after class support for a total of

fourteen lessons

Ethiopian Pilot Ethiopian Pilot

Hierarchial instructionist model - educational system “rooted in rote learning”

V V Heterarchial constructionist model -

constructionist pedagogical stance embedded in OLPC applications

Tensions and ContradictionsFace-to-face One-to-one

Self-controlled learning, group work, dialogue

”Rules” set by outsiders

Can undermine teacher’s authority Classroom setting different;

flexible, group, pair and/or individual work

”Expanded Community” – educational designers, content developers etc

Teacher’s control over classroom ”deprivatized” – division of labour shared

Instil politeness and obedience Traditional; replicating and

perpetuating a rote-based approach

Pupils ”discovering information” indicates teachers ”failing”

Physical setting: facing front, textbooks, blackboard, paper pencil

Community action: Attendance, discipline and testing

Teacher in ”authority” presenting information for transmission to pupils

Pupils passive receipients

SolutionSolution

“Interactive books first, computer literacy and advanced learning methods later”

“Digitalized interactive local language content familiar to students and teachers can

circumvent much of the resistance that OLPC’s methodologies have received from local stakeholders”.

Hartel, 2008

SolutionSolution

Technicalizing Assimilation of the computer technology to fit

into the school way Protect the culture of the local hierarchical

teacher-centric practices and curricular organization

Improve teaching

SolutionSolution

Not Technicalizing

Accommodation of the school way to fit into

the new dynamics of learning embedded in

the computer technology ‘Address’ rather than ‘circumvent’ the deep-

rooted teacher-centric culture Improve learning

SolutionSolution‘‘Short Term Solution’Short Term Solution’

TechnicalizingTechnicalizing

Improve teachingImprove teaching

Hierarchical teacher-centric culture Hierarchical teacher-centric culture

‘‘Fundamental Solution’Fundamental Solution’

Not technicalizingNot technicalizing

Improve learningImprove learning

GeSCI , 2008Model developed from “Shifting the Burden” archetype, Senge, 2006

Logo Computer LanguageExperiment for dynamic change in mainstream education in the US and

UK in the 80s

“Quick and shallow” mass introduction in the US mainstream

“Not enough preparation of the teachers who were going to use it or an

adequate infrastructure to sustain it as an innovation”

“Effectively brought back into line with school’s ways” in the UK

classroom

“Became a reinforcing agent of the traditional rather than a vehicle of

the new”

Agalianos, 2001

Issue Issue

“Create shared understanding among stakeholders on e-Learning”

What What short term solutionsshort term solutions can address the issue? can address the issue?

HowHow can the issue be addressed with can the issue be addressed with more fundamental more fundamental long termlong term measures measures? ?

‘‘Short Term Solution’Short Term Solution’

ChallengeChallenge

‘‘Shared Understanding on e-Learning’Shared Understanding on e-Learning’

‘‘Fundamental Solution’Fundamental Solution’

Lessons Learned from 1:1 Initiatives

Policy issues which 1:1 computing raises and which require a

broad fundamental response framework for:

defining objectives,

outlining teacher preparation,

identifying supportive educational structures and curriculum

frameworks,

clarifying infrastructure and maintenance

pre-empting financial considerations for system wide roll-out.

Across the world children Across the world children have entered a passionate have entered a passionate

and enduring love affair with and enduring love affair with the computer. Can it be the computer. Can it be

guided by the older guided by the older generation into forms generation into forms

constructive or destructive?constructive or destructive?

Or is its evolution already out Or is its evolution already out of our hands?of our hands?

Seymour PapertSeymour PapertThe Children's Machine: The Children's Machine:

Rethinking School in the Age of the ComputerRethinking School in the Age of the Computer

But the Big Question remains:

Who and when will the issues left for ”later” be addressed?

Thank you!

ReferencesReferences Agalianos, A., Noss, R. and Whitty, G. 2001. Logo in Mainstream Schools: the struggle over the soul of an educational innovation British

Journal of Sociology of Education, 22 (4), 479 – 500

Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.

Engestrom, Y. 2001. Expansive Learning at Work: toward and activity theoretical reconceptualization.Engestrom, Y. 2001. Expansive Learning at Work: toward and activity theoretical reconceptualization. Journal of Education and Work. Journal of Education and Work. [Online].14 (1), pp 133-156. Available from: Academic Search Premier [Online].14 (1), pp 133-156. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htmhttp://www.library.dcu.ie/Eresources/databases-az.htm [Accessed [Accessed 01 April 2008]01 April 2008]

Everts, B., Harren, M. and Hollow, D. 2008. Everts, B., Harren, M. and Hollow, D. 2008. Etiopia Implementation Report, September – December 2007 Etiopia Implementation Report, September – December 2007 [Online][Online]. . Available from: Available from: EduvisionEduvision http://www.gg.rhul.ac.uk/ict4d/eduvisionethiopia.pdfhttp://www.gg.rhul.ac.uk/ict4d/eduvisionethiopia.pdf [Accessed 14 April 2008] [Accessed 14 April 2008]

Fullan, M. 2007. Fullan, M. 2007. The New Meaning of Educational Change. The New Meaning of Educational Change. Fourth Edition. New York: Teachers College PressFourth Edition. New York: Teachers College Press

Hartel, H. 2008. Hartel, H. 2008. Low-cost devices in educational systems: The use of the “XO-Laptop” in the Ethiopian Educational System Low-cost devices in educational systems: The use of the “XO-Laptop” in the Ethiopian Educational System [Online]. [Online]. Available from: GTZAvailable from: GTZ http://66.102.9.104/search?q=cache:c3S44gPGv8J:www.gtz.de/de/dokumente/gtz2008-en-laptophttp://66.102.9.104/search?q=cache:c3S44gPGv8J:www.gtz.de/de/dokumente/gtz2008-en-laptop. [Accessed 5 April . [Accessed 5 April 2008]2008]

Papert, S. 1980. Papert, S. 1980. Mindstorms: Children, Computers and Powerful Ideas. Mindstorms: Children, Computers and Powerful Ideas. New York. Basic BooksNew York. Basic Books

Papert, S. 1993. Papert, S. 1993. The Children’s Machine: Rethinking School in the Age of the Computer. The Children’s Machine: Rethinking School in the Age of the Computer. New York: Basic BooksNew York: Basic Books

Robertson, I. 2007 E-Learning Practice and Activity Theory. Robertson, I. 2007 E-Learning Practice and Activity Theory. You Tube You Tube [Online] Available from: [Online] Available from: http://ie.youtube.com/watch?v=2gbKIYwbhig http://ie.youtube.com/watch?v=2gbKIYwbhig [Accessed 5 April 2008][Accessed 5 April 2008]

Senge, P.M. 1990, 2006. Senge, P.M. 1990, 2006. The Fifth Discipline. The Fifth Discipline. London: Random HouseLondon: Random House

Vygotsky, L.S. 1978. Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Mind in Society: The Development of Higher Psychological Processes. Cambridgw: Harvard University PressCambridgw: Harvard University Press