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Teaching and Learning SME in Secondary Schools using ICT Project (2011 2013) Scoping the project Presented by Esther Mwiyeria GESCI 14 th 18 th November 2011 esther.wachira@GESCI.org

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GESCIs Foundation GESCI was founded by the UN ICT Taskforce in 2003, and began operations in 2005 working initially with Namibia, Ghana, India, Bolivia, Rwanda, Kenya and Tanzania Developing countries following the rest of the world by placing ICTs and ICTs in Education at the centre of their development strategies. To provide support in order to successfully and effectively harness the potential of ICTs. Initially Headquartered in Dublin, Ireland, it has now relocated its headquarters to Africa with the office in Nairobi Previous GESCI work in Tz includes Situational Analysis (2009), ICT-TPD framework (2009), ICT competencies framework for teachers (2011) WSIS UN ICT TaskForce GESCI as a Global Programme

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About the Project This is a MoEVT project supported by Sida to improve Science, Math and English (SME) teaching in secondary schools through the use of ICT Developed through consultative meetings with stakeholders in view of the poor performance in SME The project will run for two years July 2011 June 2013

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Objectives Strategic Project Objective: To improve the quality of teaching and learning in Science, Mathematics and English through improving teachers competences Specific Objectives are: To establish the status of resources in the implementing institutions through collecting baseline data; To equip the selected secondary schools with computer systems, internet connectivity and power supply systems in refurbished and furnished rooms ; To enable the teachers in Science, Math and English in selected Secondary Schools acquire ICT basic skills and teaching methodologies through ICTs; To avail e-resources for teaching and learning Science, Math and English; To enable access to the identified e-resources in Science, Math and English ; To enable college tutors acquire ICT technical and professional skills to support the implementing secondary schools; and To enable implementing institutions successfully meet the objectives of the project through monitoring and evaluation.

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Expected outputs Needs Analysis/Baseline survey report; Technology, (computers, internet connectivity and related accessories) installed and efficiently managed in the implementing schools; Solar power installed in selected pilot secondary school(s) Science, Mathematics and English teachers in the selected secondary schools trained in ICT basic skills (technical and application) and methodology on utilization of ICT in teaching and learning; College tutors trained to provide technical and professional support to secondary school teachers; Science, Mathematics and English e-resources availed and accessible to students and teachers; Established professional and technical support in the secondary schools involved in the project; Established teacher professional linkages; and Final project report with recommendations.

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Expected outcomes Raised awareness on benefits and limitations of ICT use in SME; Improved access to quality teaching and learning resources in Science, Mathematics and English subjects through the use of ICTs; Improved teachers capacity (both contents and pedagogy) in teaching Science, Mathematics and English subjects through the use of ICTs; Enhanced teachers professional development in Science, Mathematics and English subjects through the use of ICTs; Increase efficiency in the management of the ICT infrastructure in the pilot secondary schools; Increased classroom interaction in the teaching and learning process; Increased students motivation and participation in learning Science, Mathematics and English subjects through the use of ICTs; Reduced professional isolation among the teachers; Increased use of ICTs in the preparation and presentation of lessons in the pilot secondary schools; and Improved students performance in Science, Mathematics and English in the pilot secondary schools.

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Who is involved? Stakeholders MoEVT Sida Implementers MoEVT GESCI Beneficiaries 7 Colleges 21 Secondary Schools SME Teachers Students

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Project Implementation Project activities and timelines..\..\..\Project Inception July 2011\July visit to Tanzania\Project Gantt chart_Revised August 2011.xls

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Context of the project Environment Organization Technology Pedagogy University researchers College Principals Secondary School Heads Tutors Student teachers Teachers Students Principals Headmasters Tutors Teachers

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AreaFindings Environmental No written plans or policies for ICT Vagueness on guidelines or directives for ICT use Over-demanding curriculum, inadequate resources, teachers lacked knowledge and competencies, little awareness or understanding of curriculum directives is a constraint stand alone computers isolated from classroom Focus is on basic training for technical skills Organization al English language barrier to accessing the existing online resources Challenges are to be found at the foundation level of Form 1 and Form 2 in secondary schools Policies to guide their access are absent and as such these resources are underutilized lack of recognition of ICT use in the school timetable TPD in ICT use of pedagogy for tutors/teachers at school/college level widely lacking heavy workload due to shortage of teachers in SME Technological ICT resources access by the students is limited Limited access to education resources lack of skills to evaluate and use online resources Lack of educational software Non-working equipment - old, broken or need reinstallation. Lack of qualified technical support

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Findings - Pedagogical Low IMPORTANCE High Quadrant III: High Importance, Low Priority Quadrant IV: High Importance, High Priority ICT: Administration Curriculum: Curriculum Planning Curriculum: Learning Environment Curriculum: Student Experience Curriculum: communication & collaboration Pedagogy: Planning ICT: Internet Organization &Management: Teacher understanding Teacher Development: Planning Teacher Development: Teacher awareness Teacher Development: Informal learning Quadrant I: Low Importance, Low priority Quadrant II: Low Importance, High Priority Curriculum: assessment Curriculum: Special Needs Education Pedagogy: Project based learning Pedagogy: Communication & collaboration ICT: Authoring tools ICT: Student learning Org. & Management: Leading ICT integration Org & Management: Acceptable use policy Policy: Policy awareness Policy: Classroom practice ICT: Productivity tools ICT: Communication & collaboration Org. & Management: Classroom management Low PRIORITY High

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ComponentRecommendations Environmental Sensitize tutors and teachers Involve tutors and teachers Explore new ways of learning with ICT Move away from the static computer-lab model Focus for professional development should centre on Forms 1 and 2 Organizational Develop guidelines in the use of ICT in SME Enhance existing ICT skills to include use in pedagogical practice Link the practice in the teachers colleges with the realities in the secondary schools Harness the different skills through forming teams at the zonal level to improve performance in SME through ICT use Technological Technology deployed must serve educational objectives and the objectives of the project Educational software online open source resources, proprietary content or access to web-based resources have a pivotal role in the project Basic training in school-based technical support will be required Pedagogical Colleges to support schools during project implementation Innovative ways to address the ICT skills gaps should be explored in the form of creating teams among teacher and between supporting tutors and teachers Reflective practices to share the experiences accruing during project implementation should be embedded within the training programmes

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Structure and Scope of the project Zonal College School 1 School 3 School 2 Phy Bio Chem Math Eng Teachers Head teachers Teacher Principals, Tutors Students Teachers Head teachers Teacher Principals, Tutors Students

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Project Teams Pedagogical and Training team Develop the capacity building plan Develop training content in detail Suggest training material Oversee the training process Conduct M&E in pilot schools as part of zonal project team Support participants to implement training concepts / modules in practice Technical team provide technical solutions TOR select operating systems and basic software oversee the bids to acquire hardware and software Review the content of the technical training Support content developing teams Develop maintenance and support kits Conduct monitoring visits to pilot schools as part of zonal project team Digital Content Resources Team Develop a digital content evaluation framework/ criteria to evaluate online resources Identify free online resources and compile a database for distribution or uploading Burn the resources onto DVDs for distribution with the support from Technical team Develop guidelines for the use of digital resources jointly with the pedagogical team Conduct monitoring in to schools as part of zonal project team School Project Team Troubleshoot technical issues at school level Conduct reflection seminars at school level Support peer-to-peer reflection on classroom practice Provide quarterly reports to zonal level coordination teams Conduct M&E in pilot schools as part of zonal project team

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Implementation Scenario The ICT tools and resources should be focused on maximum utilization primarily by teachers The infrastructure to be chosen for this project should allow teachers use away from the computer lab, should be portable to the classroom and should be focused on the needs of the teacher in improving his/her teaching and learning Teachers must be equipped with the requisite competencies for ICT Integration

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Implementation Scenario Project Stage / Area Teacher capacity building Electronic software and content Technical infrastructure Initial stage (Months 1-6) Technical skills training (basic ICT use) 1 teacher per school trained in technical support.Selection of software and content tools to support SME teaching.Development of Evaluation framework School infrastructure readiness (electrical supply, room setup) Hardware acquisition and deployment Intermediate stage (months 7-18) Training in application of ICTS into teaching SME Actual integration of ICT in SME Distribution of subject content in DVDs. Uploading of resource in a central portal Software and content installed at schools Colleges provide technical support Advanced stage (Month 19-24) Remedial training in application of ICTs into teaching of SME. Access to online resources. Updated content distributed online access as well. Ongoing technical support from colleges at a reduced rate

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Empowered teacher Motivated students Confident knowledgeable teachers Emerging teacher Technology literacy Knowledge deepening Applying

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THANK YOU FOR YOUR TIME