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PANAFRICAN RESEARCH AGENDA

PANAFRICAN RESEARCH AGENDA. STATUS OF PEDAGOGICAL INTEGRATION OF ICT IN EDUCATION IN SELECTED KENYAN SCHOOLS PRESENTER: DR. HARRIET J. KIDOMBO UNIVERSITY OF NAIROBI KENYA. PRESENTATION OUTLINE. Introduction Methodological Challenges Lessons Learned Findings and Discussion

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PANAFRICAN RESEARCH AGENDA

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  1. PANAFRICAN RESEARCH AGENDA • STATUS OF PEDAGOGICAL INTEGRATION OF ICT IN EDUCATION IN SELECTED KENYAN SCHOOLS • PRESENTER: • DR. HARRIET J. KIDOMBO • UNIVERSITY OF NAIROBI • KENYA PanAf Project/Observatory/PanAf-Edu

  2. PRESENTATION OUTLINE • Introduction • Methodological Challenges • Lessons Learned • Findings and Discussion • National Policy Dialogue -recommendations PanAf Project/Observatory/PanAf-Edu

  3. INTRODUCTION • Status of pedagogical integration of ICT in education in ten selected educational institutions in Kenya. • The data was collected between October 2007 and August 2008 and entered in the Panaf Observatory on ICT in Education in Africa (www.observatoire-tic.org). PanAf Project/Observatory/PanAf-Edu

  4. Introduction to research team • University of Nairobi • Dr. Christopher Gakuu • Dr. Harriet Kidombo • Research team: Dr. Omondi Bowa • Ann Ndiritu; Naomi Gokonyo and Augustine Mwangi PanAf Project/Observatory/PanAf-Edu

  5. PanAf Project/Observatory/PanAf-Edu

  6. METHODOLOGICAL CHALLENGES • Ambiguous questions in the interview guides and questionnaires • multiple interpretations by both the respondents and the researchers. • Emergence of new factors which conflicted with data collected earlier due to time lag • Change of respondents in subsequent visits resulted in conflicting descriptions of ICT use in some schools. PanAf Project/Observatory/PanAf-Edu

  7. METHODOLOGICAL CHALLENGES • difficulties in securing appointments with the head teachers, • uncooperative attitude • Too busy and unavailable for interviews. • Discomfort with taking photographs of schools • Payment for taking pictures • Unwillingness by teachers to give documents such as lesson plans for unexplained reasons. • Technological challenges of using the iPod and camera. PanAf Project/Observatory/PanAf-Edu

  8. LESSONS LEARNED • Effectiveness of focus groups discussions • Importance of team approach in data collection - division of labour. • Value of triangulation • Use of mixed-method approach in research PanAf Project/Observatory/PanAf-Edu

  9. DATA ANALYSIS AND RESULTS a. National ICT Policies • Recognize the role of ICTs in education and development. • ICT as a universal tool in education and training. • Emphasizes its integration to improve access, learning and administration. • Seek to establish policy frameworks; install digital equipment, connectivity and network infrastructure. PanAf Project/Observatory/PanAf-Edu

  10. a. National ICT Policies...... • Basic computer knowledge in teacher training • Seeks to facilitate universal access and equitable distribution of ICT infrastructure • Reach formal and non-formal education sectors • Affirmative action for gender and youth, Arid and Semi Arid Lands (ASAL) areas, Islands, rural and urban-poor schools, and special needs institutions. PanAf Project/Observatory/PanAf-Edu

  11. b. Status of ICT equipment, connectivity and access • 9/10 Learning institutions had computers. • 6/10 f the institutions were connected to the internet. • 3/10 of the computers were connected to internet. • The ratio of learners to computers was 1: 24 • 8/10 of the institutions had an ICT advisor/technician. • All the schools offered computer skills to teachers and students. • All learners and teachers had access to computers in the school. PanAf Project/Observatory/PanAf-Edu

  12. ICT integration in Teacher Training • The KTTC has a clear presence of ICT in her teacher-training curriculum. • ICT is inbuilt in all curriculum subjects. There is an educator professional development programme that focuses on the teacher –trainer. • Weekly professional training in ICT • 33.62% have participated in continuing education professional development courses that included ICT integration PanAf Project/Observatory/PanAf-Edu

  13. c. Factors that encourage ICT use • Availability of basic ICT equipment • Management support in all the schools • Provision of literacy skills to learners- 40 – 100 hrs per week • Investment in educational resources – Encyclopaedias, CD – ROMs • ICT skills of the school manager and ICT awareness among teachers and learners • Urbanization [electricity, culture] PanAf Project/Observatory/PanAf-Edu

  14. d. Factors that hinder ICT use • Unifying National ICT Curriculum • ICT infrastructure • Technophobia • ICT skills [educators & Managers] • ICT technicians • Conversion of teaching notes to ICT format [time& skills]. PanAf Project/Observatory/PanAf-Edu

  15. e. Impact on teaching and learning... • Access to learning materials installed in Encarta encyclopaedia etc. • Improved grammar and spelling • Clarified concepts in the sciences and mathematics • More interesting presentations to the learners • Improved the formatting, editing, storing and retrieval of information PanAf Project/Observatory/PanAf-Edu

  16. f. Policy and equity issues • Gender – Learners: 3550 male and 3272 Educators: male 148; female 204 • Local content – Digital content based on national curriculum for Lower Secondary school developed and piloted. • Special needs – 1/10 used ICT for special needs children. • Language – Not a problem as English is the language of instruction PanAf Project/Observatory/PanAf-Edu

  17. Number of Teachers by Gender

  18. NATIONAL POLICY DIALOGUE – Recommendations • STUDY METHODOLOGY • Review the study sample to make it more representative • Incorporate more partner [institutions and researchers] so as to broaden the scope and research capacity • SCHOOL POLICY • Effective supervision of computer labs by school management • Optimum access to the labs [teachers & learners] • Regular equipment maintenance [have a plan] PanAf Project/Observatory/PanAf-Edu

  19. NATIONAL POLICY DIALOGUE- Recommendations...... • NATIONAL POLICY • Introduce ICT integration in teacher training curriculum • Effective leadership in schools • In-service training of teachers in ICT integration • Modernize classrooms to accommodate ICT use. PanAf Project/Observatory/PanAf-Edu

  20. Instructions on Using paint tool for Standard 4 pupils PanAf Project/Observatory/PanAf-Edu

  21. Computer Classroom at Musa Gitau Primary School PanAf Project/Observatory/PanAf-Edu

  22. Pupils of Musa Gitau Primary School PanAf Project/Observatory/PanAf-Edu

  23. THANK YOU FOR LISTENING PanAf Project/Observatory/PanAf-Edu

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