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eLearning Africa: 26 – 28 MAY, 2010 Pr. Thierry KARSENTI Université de Montréal

PanAfrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies. eLearning Africa: 26 – 28 MAY, 2010 Pr. Thierry KARSENTI Université de Montréal.

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eLearning Africa: 26 – 28 MAY, 2010 Pr. Thierry KARSENTI Université de Montréal

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  1. PanAfrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies eLearning Africa: 26 – 28 MAY, 2010 Pr. Thierry KARSENTI Université de Montréal

  2. My goal is to introduce you to IDRC’s ongoing PanAf research - empowering researchers (to inform policy and practice) to empower learners

  3. partners • International Development Research Centre (IDRC, Canada) www.idrc.ca • Educational Research Network for West and Central Africa (Bamako) www.ernwaca.org • Université de Montréal www.crifpe.ca • infoDev (World Bank) www.infodev.org • UNESCO (Institute for Statistics) www.uis.unesco.org

  4. partners • South Africa: School of Education, University of the Witwatersrand • Côte-d’Ivoire: Ecole Normale Supérieure, Abidjan • Congo: École Normale Supérieure, Brazzaville • Kenya: School of Continuing and Distance Education, University of Nairobi • Cameroun: Département de Sciences de l'Education, Ecole Normale Supérieure, Université de Yaoundé • Ghana: UniversityCollege of Education, Winneba • Mali: Département des Sciences de l'Éducation, Institut Supérieur de Formation et de Recherche Appliquée, Bamako • Mozambique: Department of Evaluation & Research, National Institute for Education Development, Maputo • Uganda: School of Adult Education & Communication Studies, MakerereUniversity, Kampala • République Centrafricaine: École Normale Supérieure, Bangui • Sénégal: Faculté des Sciences et Technologies de l'Éducation et de la Formation, Université Cheikh AntaDiop de Dakar • The Gambia: Science and TechnologyDepartment of the University of the Gambia, Banjul • Tunisie: Ecole Nationale d'Ingénieurs, Tunis

  5. participants • 115 schools, 70% public, 40% secondary • 9 000 educators, 85% public, 55% secondary • 240 000 learners, 90% public, 50% secondary

  6. research question How, for whom and under what circumstances can the pedagogical integration of information and communication technologies (ICTs)substantially improve the quality of teaching and learning at all levels and scales of African education systems?

  7. challenges • Past research on ICTs in Africans schools inadequate (weak evidence base / lacking harmonized African research network) given the agreed importance of the issue for socio-economic development • ICT4D researchers would benefit from methodological / communication capacity-building

  8. PanAf responses • Collect and analyze new mixed-methodology school-scale data • Create an innovative, open access data source • Provide learning opportunities for those involved

  9. methodology • Questionnaires completed, interviews and discussions recorded • Raw data and summary analysis by national experts uploaded to www.observatoiretic.org • …sharing examples of leadership, best practices and challenges among researchers, practitioners and policy decision-makers

  10. methodology • Strength of Phase 1 (2007-2009) of this research is producing strong descriptive data • ICTs are both the subject of study and the instruments of research – open access data

  11. school-scale relevance • ICTs offer the potential to render quality educational outcomes in otherwise under-resourced contexts • Learning through access to new knowledge and capabilities - educators take an essential role as facilitators, curators and interpreters of content • Young learners do not need to be taught what computers are, rather what to do with them

  12. results • ICTs challenge power dynamics in classrooms and beyond – equity is a better predictor of human well being than income • Studying the pedagogical integration of ICTs in African schools presents examples of great leadership – innovative approaches to teaching and learning

  13. ongoing outputs • 20 000 data-points for 180 indicators from 12 countries • 12 major categories - Policy, Access, Training, Use, Impact, Management, Gender… www.observatoiretic.org

  14. www.observatoiretic.org

  15. open access data

  16. Indicator 4.9.1 - challenges to ICT use • “The students lamented that if one does not take computer option then he/she has no access to the computers.” • “…no time given to us for practice yet computer is a practical subject, restrictions to access the computer lab which even discourage students from using it even when they have some free time…” • “The main barrier in the use of ICT is the computer room fee charge.”

  17. Indicator 6.2.2 – impact of ICTs on access to knowledge • “…as a result of the presence of the Internet. They can ably now surf new information […] they can read for themselves new information, compare what they have been taught…”

  18. outcomes • Greater access to African ICT4D research results • Multi-stakeholder policy dialogue sessions linking research to recommendations • Stronger research capacity in partner institutions

  19. discussion • The educator’s responsibility is for the learner to learn • Educators are an integral parts of learning with ICTs • PanAf Phase 2 (2009-2011) focus is to have researchers write scientific articles and communicate results with educators and policy decision-makers THANK YOU

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