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e-Learning Africa 2014, Kampala
Transcript of e-Learning Africa 2014, Kampala
(except images, video, logos)
open questioning and whole class dialogue
pair / group work
MOBILE technologies, such as netbooks, wikireaders, tablets, calculators, ...
motivating students and teachers
(low power, robust)
(low bandwidth, download)
use of available resources,
integrating ICT with other resources
Not all children are in school
Children often have a poor experience in school
Teacher professional development and achieving UPE (the 2nd MDG)
Grade 7 pupils
Teacher Education Resources!
OER Freedom 1:
OER Freedom 2:
OER Freedom 3:
Supporting independent community interests
Five stances of participation
(David Wilcox, based on Sherry Arnstein)
(UNESCO Community discussion, "Access to OER" , 2009)
Lack of skills
Lack of confidence
Lack of training
Eness, with Grade 3
Chimwemwe community school
and digital resources
and lesson plans
lesson video clips
University of Cambridge, UK
Lack of skills
Lack of confidence
Lack of training
A year-long trial of a multimedia professional development programme for interactive teaching with technology in Zambia
e-Learning Africa 2014, Kampala, Uganda
Sara Hennessy and Björn Haßler
Interactive pedagogy for ICT use in a developing context: Zambia...
A model of professional development
Professional learning resource
Research trial & findings
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’ inquiry?
Video of Grade 3: children devising own classifications of animals using pictures on Android tablets
(+ peer observation)
audio diary /
colleagues in workshop
new approach / technique
current practice /
drawing on prior
trialling ideas and using ICT with peers in workshop
video as stimulus for reflection & discussion
Trial at Chalimbana Basic School
12 teachers and classes
Grades 4 - 6
peer facilitator with remote support
one school year
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?
lesson observation; video recording
workshop video/audio recording
teacher & SLT interviews, focus group
audio diaries: research & T reflection
workshop facilitator reflections
'most significant change' technique
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)
"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)
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
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
High absenteeism & poverty levels
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’
Use of tablets (animal classification)
GeoGebra (area, perimeter of rectangles)
Etherpad / collaborative writing
(provinces of Zambia; stories)
Spreadsheets (fitness, heart, BMI)
whole class dialogue and questioning
assessment and lesson pacing
sharing the vision with parents, other teachers, and schools
Supporting interactive teaching in science & maths with & without ICT
Internet from VSAT
Internet to school
© Google Maps
ICT as discrete subject vs. integrated
ICT lab vs. classroom / mobile use
low HDI (163/187)
passive, rote learning,
copying from board;
misalignment between theory & practice
technical focus / technical experts
models of “best practice”
images, movies, ...
Aggie: lung capacity – analysing how it varies with height/sex / pulse rate / chest circumference
resource and programme of sustained
school-based professional learning
in the classroom &
for all students
[IN EACH EXAMPLE AND YOUR OWN ENQUIRIES]
What level of enquiry does this promote?
How can the enquiry be extended / differentiated?
How engaging will it be for students?
How is it relevant to your curriculum?
How / Why / What questions?
freely available on internet: MediaWiki
easy to download
share on flash sticks
How to use the resource:
working with colleagues
initial teacher education
adapt or use parts
make your own course
Exploring children’s current knowledge levels
adapting to children’s levels of understanding
shifting from "telling" to "listening": children shared ideas & led activities....
This enquiry-based learning, it helped me and my pupils when we want to discover something, for instance when we went out for the field trip. Us we didn't tell them what we are going to find in the bush, it's them who went there and found out what was there for themselves. . . They were able to see the snakes, they were able to see the insects, they were able to see different types of fruits in the field which was very helpful, because
it's not like whatever we teach is supposed to come from the teacher. .. Sometimes they can find out things on their own.
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...
Interactive pedagogy, OER, and digital technologies can reinforce each other and promote:
professional learning for teachers
student learning & engagement
OER4Schools programme supports
teacher professional development – video stimulates debate and trialling of new ideas;
programme continues: self-sustaining whole school trial
Open to others to participate! Usable in other African countries