1 / 23

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

melba
Download Presentation

PANAFRICAN RESEARCH AGENDA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related