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e-Learning Africa, Benin 2012 presentation

Presentation at e-Learning Africa Conference May 2012

Sara Hennessy

on 2 September 2012

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Transcript of e-Learning Africa, Benin 2012 presentation

freely available on internet
easy to download
multiple formats
share on flash sticks
open questioning and whole class dialogue
group work

Centre for Commonwealth Education, University of Cambridge
Edgar Zulu
Chalimbana University, Zambia
ICT-rich lessons
Open (digital)
Lack of skills
Lack of confidence
Lack of training
Lack of devices
Lack of technical support
Lack of software
Rigid curriculum or assessment scheme that does not blend with ICT
Try out the wiki resources...
sch30@cam.ac.uk, eugenekz.edu@gmail.com
(except images, video, logos)
other OERs
and digital resources
pedagogical ideas
and lesson plans
lesson video clips
group work and discussion
adaptive approach

dialogic, co-enquiry


iterative cycle
"Zambian teachers rarely find time to discuss as members of staff. The discussions that we were doing where teachers were bringing their own ideas, could be happening in schools. The obstacle there is that teachers work as an island, this teacher does not want to sit down with another teacher." (Yoram Sakala)
OER4Schools Resource
What works ...
... in the classroom
Pilot work with 8 primary teachers in maths and science
Intensive work and filming with 3 teachers
Support: in-school / online / phone
Conducting and trialling the process through
classroom trialling
and peer observation
post-lesson reflection /
audio diary /
colleagues in workshop
new technique
reflection on
current practice /
drawing on prior
trialling with peers
in workshop
video as stimulus and
critique another teacher's
MOBILE technologies, such as netbooks, wikireaders, tablets, calculators, ...
T: Maybe I could get three types of photos and give them similar photos and ask the same questions to each. Different items, maybe four.
R: Putting the same sets of pictures on each tablet, then they will have four mini-investigations to look at depending on how much time. You can decide how much time you have.
T: Even when they are counting in the grids, they will know what this is. So when using the grids, each group will have different things.
R: So you mean compare the answers from different groups?
T: I remember before when two groups were assigned to measure the length of the corridor, they came up with different answers, but though they were in the same group.
R: That’s really good isn’t it? That makes a talking point – I think that’s good. Then it’s a question of why. That’s when you discuss with them why.
R: Maybe they could work out the area of something at their desk? A piece of paper, or they could measure their tablets?
T: That would work – even for the height, it would bring in the concept of them knowing what we are trying to get: the area of [an object].
R: So what is best after that introduction? Should they measure something and do their own area calculation?
T: That’s when I’ll bring up the formula itself of finding area.
R: Ok so use the formula to apply it to an object nearby? That’s what you could do with the tablet – measure the area of the device.
mini whiteboards
taking learners' perspectives seriously
affiliated colleges
group work
whole class dialogue and questioning
assessment and lesson pacing
enquiry-based learning
sharing the vision with parents, other teachers, and schools
reflective practice
Supporting interactive teaching in science & maths with & without ICT
A multimedia professional development resource to support interactive teaching using ICT in Zambia
How to use the resource:
working with colleagues
initial teacher education
distance learning
adapt or use parts
make your own course
self study
“For the group work, I think it really helps the slow learners because there are some pupils who are just too quiet. ... Now when they are in a group, they are forced to say something – so it really helps” (Eness)
“Most of the answers were being provided by the pupils. So I can say there was more talking [by] the pupils than the teacher – the pupils were doing more work than the teacher .” (Agness)
T: The lesson was ok – [but] maybe the work was not challenging. Too easy for some students. I could see what they are doing in groups. They need more challenging problems.
R: Any other thoughts?
T: I think they didn’t discuss because the work was so easy, so they could not discuss further. There wasn’t much to discuss.
R: When did you notice that was too easy?
T: The way they were raising their hands, when that girl came to the front. I wasn’t calling on the ones with their hands up.
integrating ICT with other resources
motivating students and teachers
mobile apps
(low power, robust)
(low bandwidth, download)

Interactive classroom uses of ICT
The role of T education
ICT setup and learning resources
T preparation and support
Intervention in one school
Professional learning resource...
for different levels of engagement: school and HE
Recent trials with college and university lecturers
Conclusions and Qs
Whole school trial at Chalimbana Basic School
10 teachers
Grades 4 - 6
peer facilitator with remote support
one school year
participatory approach
audio diaries for our research & T reflection
mini blackboards
modify practice
Recent trials at colleges & universities
Two-part taster workshops: Induction with lecturers who then run session with students
Student feedback overwhelmingly positive

time in preparation
suitable digital materials supporting interactive teaching
investment in changing practice
use of time in classroom
'noise' and classroom 'control'
changing traditional practice is challenging
Was there a supportive environment for pupil participation and dialogue in this lesson? If so, how did the teacher achieve this?

How did she help pupils to work out whether the bat was a mammal? Did this discussion move their thinking forward?

What did you think about teacher control and pupil learning in this video clip?

How would you encourage pupil talk in your classroom without losing too much control?
4 Toshiba laptops fixed on large table
12 Lenovo & Samsung netbooks
Soekris server linked to TC internet
wifi links through nanostations
low power, high resilience
5 min. automatic reinstall of Ubuntu OS
file sync between laptops and server
easy upload and download
open source interactive apps
Ts and Ps responsible for equipment; handwashing
laser printer

Ts & student Ts sharing own innovative practices

raised learner motivation and enjoyment

changes in practice and mindset

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

How did the use of ICT help the learners’ enquiry?
ICT as discrete subject vs. integrated
ICT lab vs. classroom use

portable technologies

interactive pedagogy + ICT can effectively promote learning

same ICTs can be used differently

need careful, sustained T support with hands-on application

video can offer effective stimulus for debate and challenging traditional practices; classroom trialling applies new ideas

need to prepare Ts through infusing ICT use

needs to be an institutional initiative

1. Given increasing connectivity and hardware/software provision, what pedagogical models do we now need to employ?

2. How can we shift away from ICT labs? 

3. How can we get ICT into subject teaching at HE and school levels? 

4. How can interactive pedagogy – with and without ICT – be embedded? How can we sustain support over time? What BL approaches might work?
OER4Schools Resource
school ICT installation

...opens up the learners' minds… creates curiosity
...builds confidence through interaction
...helps slow learners and those who are shy, to participate
...offers learners the freedom to express their views
...promotes learning through deep questioning techniques
...should be encouraged in all the schools in Zambia
...if learners are fully involved it is not easy for them to forget what they are taught

...was real / live / interesting / encouraging / helpful

...introduced me to some strategies I can use to develop understanding in my learners. It also introduced me to value brainstorming as an important tool in introducing a particular topic

If we had more of these programmes, teaching and learning would be more advanced than the way they are.

Students say interactive teaching...
Students say interactive teaching 
Sara Hennessy and Bjoern Hassler
More info:
Judith's lesson
division problems in pace groups
answers scored on board: class laugh at group scoring 0

Some pace grouping issues raised
challenge of devising several tasks – even harder with ICT
low achievers may be ridiculed
challenge of same exams for all
“We have learned that if we mix them up then it is to the advantage of
the slow learners because they are able to learn from their friends...
So, through interactive ICT, which we have learned, it is really
helping pupils to share more ideas, including those who used to be
idle. They are able to participate now… It is helping every child in
the class… So to me this is an advantage I have gained.”

Judith, interview


Planning a mixed pace group work with ICT task
Differentiation by task instead of by group
integrating ICT with other resources
"ICT for Education" course, Chalimbana University
diploma course equipping college lecturers and school teachers to learn to use ICTs and to use ICTs to learn

phenomenal change in preparation of course material – intertwining interactive pedagogy with introduction to ICT tools

embedding use of tools in classroom activities and enquiry-based learning offers a more effective way to teach about ICTs
...opens up the learners' minds… creates curiosity
and the workshop
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