Mlw presentation V3

low HDI (163/187)

passive, rote learning,

copying from board;

misalignment between theory & practice

How does

the programme

work?

What was the teacher able to achieve in this small group work that would be difficult in the whole class?

How does a teacher (or workshop facilitator!) know when to intervene in groupwork?

How did the use of ICT help the learners’ inquiry?

Lessons learned from trialling an open multimedia professional development programme to support interactive teaching using mobile technology in sub-Saharan Africa.

• Lack of skills
• Lack of confidence
• Lack of training

Mobile Learning Week 2014, Paris, France

OER4Schools resource

www.oer4schools.org

More info:

sch30@cam.ac.uk, bjohas@gmail.com

This prezi:

Sara Hennessy and Björn Haßler

www.oer4schools.org/mlw2014

University of Cambridge, UK

(except images, video, logos)

• Interactive pedagogy for ICT use in a developing context: Zambia...

• A model of professional development

• Professional learning resource

• Research trial & findings

Outline

Zambia

Conclusions

Interactive pedagogy, OER, and digital technologies can reinforce each other and promote:

• professional learning for teachers
• student learning & engagement

OER4Schools is an effective programme for in-service teacher professional development – video stimulates debate and trialling of new ideas; pre-service education too...

OER4Schools

School-based professional learning for teachers

focus on learning in the classroom

whole class dialogue and questioning

group work

OER4Schools Resource

Supporting interactive teaching in science & maths with & without ICT

sharing the vision with parents, other teachers, and schools

"In groups, they were able to share their ideas. Not ... just to listen to the teacher, the teacher talks, talks, talks and gives the work: "you do this", and they write and we mark, you know, but [now] there’s a change whereby [the students] change their ideas, see?"  (Mirriam)

assessment and lesson pacing

enquiry-based learning

reflective practice

FINDINGS

STUDENTS were

• building deeper understanding of subject matter
• given new opportunities
• more actively engaged in classroom teaching and learning
• remembering better what they had been taught
• enjoying their classroom learning more
• helping each other
• using digital technologies for problem solving

[Brainstorming is] a very, very good concept to be used as you are teaching, because you don't just go into a room or a classroom and then say today we are talking about this, and you start to telling them this, but no. ... I let them brainstorm, so that I know where to start from. What is it that the children know about a particular topic?

I remember one time I was teaching about Aids. ... They brought in a lot of issues you know. Oh Aids is transmitted like that, Aids stands for this that. So all those really taught me a lot of things. (Priscillah)

Digital technologies

This programme has really changed even the way I teach children. Children now know ... what is to be done, even when it comes to cleaning. ... They will rush and fetch water, and if there is no soap, they always demand it. So they know the importance of it, and it has really helped the children at lunch. It's a very very good programme. (Judith)

• Use of tablets (animal classification)
• GeoGebra (area, perimeter of rectangles)
• Etherpad / collaborative writing
• (provinces of Zambia; stories)
• Spreadsheets (fitness, heart, BMI)

Video of Grade 3: children devising own classifications of animals using pictures on Android tablets

TEACHERS were

• Exploring children’s current knowledge levels
• adapting to children’s levels of understanding
• shifting from "telling" to "listening": children shared ideas & led activities...
• creating a more inclusive and collaborative classroom environment
• involving more students within the class
• cooperating more with colleagues
• shifting their perceptions of pupils' capabilities
• using digital technologies for teaching...

FINDINGS

interactive pedagogy

OER4Schools.org

offline demo

ICT lab vs. classroom / mobile use

ICT as discrete subject vs. integrated

MOBILE technologies, such as netbooks, wikireaders, tablets, calculators, ...

lesson video clips

(low power, robust)

educator

notes

freely available on internet

easy to download

multiple formats

share on flash sticks

audio

resources

ICT-rich lessons

motivating students and teachers

focussed

activities

oer4schools.org

texts

How to use the resource:

• working with colleagues
• initial teacher education
• distance learning
• adapt or use parts
• make your own course
• self study

other OERs

and digital resources

OER4Schools.org

pedagogical ideas

and lesson plans

background

reading

digital

dis

connected

disconnected

use of available resources,

integrating ICT with other resources

Learning for

teachers and

children

technology

Open

Educational

Resources

Challenges

• High absenteeism & poverty levels
• Language barriers
• Large classes, low staffing
• Limited resources in challenging environment
• ICT: resilience, maintenance and connectivity
• School inspections, shifting government policies
• Teacher perceptions of pupils' capabilities
• Giving up control is a ‘leap of faith’

Open (digital)

Educational

Resources

(low bandwidth, download)

mobile apps

Games

Internet-based

resources

images, movies, ...

Data collection

Research questions

What supporting and constraining factors influence the introduction of interactive teaching and the integration of ICT in low-resourced basic schools in Zambia?

What impact does participation in the programme have on teachers' thinking and classroom practices, with and without ICT?

FINDINGS (1)

• Teachers recognised some elements of the approach from college education, but had not been practising it

• Giving up control is a ‘leap of faith’, but having the concrete programme enables testing new ideas

• lesson observation; video recording
• workshop video/audio recording
• teacher & SLT interviews, focus group
• audio diaries: research & T reflection
• workshop facilitator reflections
• portfolios
• 'most significant change' technique

Trial at Chalimbana Basic School

• 12 teachers and classes
• Grades 4 - 6
• peer facilitator with remote support
• one school year
• participatory approach