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
[email protected]
Slide 2
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
Slide 3
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
Slide 8
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