Transcript Standards and needs in ICT education development
ICT and Education.
South and North.
Mikko Vesisenaho [email protected]
My background
• •
Degrees PhD (Computer Science) 2007, topic “Developing University-level Introductory ICT Education in Tanzania: A contextualized Approach” , University of Joensuu, Finland.
MEd (Education) 1998, B.A. (Education) 1998, University of Joensuu, Finland.
• • • • • •
Work Experience Assistant professor / senior assistant
(educational use of ICT), Research and Development Center for Information Technology in Education (TOTY), Faculty of Education, University of Joensuu, Finland, 2008 Assistant professor / senior assistant professor & Research assistant, Department of Computer Science and Statistics, University of Joensuu, 2006-2008 Researcher and project manager in project “Information and Communication Technology Education for Development, a Tanzanian Perspective” (Academy of Finland), Department of Computer Science, University of Joensuu, 2003-2005. Acting project manager of North-South project 5ARTS (2004-2007), North-South South Networking project Open doors (2007-2008), College of Business Education (Tanzania) project (2005-2006), ViSCoS - Online studies in Computer Science (2007 2008), Department of Computer Science, the University of Joensuu. Senior lecturer and lecturer in Joensuu University Practice School, 1999-2003 Lecturer in computer aided instruction & project coordinator, Research and Development Center for Information Technology in Education (TOTY), Faculty of Education, University of Joensuu, 1998-1999.
Outline
• Digital gap • Local needs • Innovative education • Tumaini University (Tanzania) example • A learning theory • Own reflection
Who decides the needs?
Where are the local and global?
local global
How come these are moving to different directions?
local
Is there a gap?
global gap
The gap in several levels
• Primary education • Secondary education • Higher education • Informal education
Contextual or standardized?
contextual relevance
Vesisenaho (2007)
efficiency standardized performance
Contextual or standardized?
contextual relevance
Vesisenaho (2007)
effectiveness efficiency standardized performance
Contextual or standardized?
contextual relevance impact effectiveness efficiency standardized performance
Vesisenaho (2007)
Contextual or standardized?
contextual relevance sustainability impact effectiveness efficiency standardized performance
Vesisenaho (2007)
What are the contextual needs and global trends?
Vesisenaho (2007)
How does a change take place in a project?
See Roche (1999), Oakley, Pratt & Clayton (1998), Vesisenaho (2007)
What is missing?
See Roche (1999), Oakley, Pratt & Clayton (1998), Vesisenaho (2007)
When does the implementation and needs meet each other?
CATI model for contextual ICT development
Vesisenaho (2007)
What could be a contextualized outcome?
An example from Tumaini University
Vesisenaho, M. (2007). Developing University-level Introductory ICT Education in Tanzania: A Contextualized approach. PhD Thesis. University of Joensuu. Dissertations in Computers Science: 16.
Some example activities
What are the meaningful contextual learning outcomes of the students referring to applying ICT skills and knowledge?
Examples from different CATI levels
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“Yeah… If we have this computer program of Java, the society would benefit very much.” (import level)
•
Yeah, …in case my school can introduce such a course, then I will be able to teach how to program in Java language, because I have a mastered the important (course).” (transfer level)
•
“Okay, one important learning experience from the course is that I have become more interested in geometrical structures, because I can transfer the knowledge of Java programming to my mathematics course, such as on drawing different structures or graphs and many other things.” (application level)
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“I can use these programs even now to teach the students to do things… let’s say, for example, in Java programming. Always we are dealing with how to educate the students on budgeting. Therefore I can use this program to show them that …before doing [something] just go to the computer and just see if you can manage. Therefore I think it is very useful.” (contextualization level) Vesisenaho (2007)
Contextual outcomes of the students. Interview responses indicative of the general CATI levels (A), and the distribution of all quotations in the means of CATI levels (B)
A. General CATI levels attained by each student B. Classification of quotations in terms of CATI levels for each student
Level No. quotations Percentage among all quotations Level Contextualize Apply Transfer Import Total Amount Percent 17 63.0 % 10 27 100.0 % 37.0 % Contextualize Apply Transfer Import Total 15 94 75 5 189 99.9 % 7.9 % 49.7 % 39.7 % 2.6 %
Vesisenaho (2007)
At the moment in Finland?
ICT in teacher’s work… Research with 270 students (in pedagogical studies) Past, current and future Theorethical knowledge, skills, visions, and ways to concretaze those
Main results of analyzing the course elements 2004-2005
• The joint objectives of the course were contextual. But… • The implementation focuses on the application level. There will be a number of opportunities in the future to disregard transferred elements and concentrate more specifically on the contextualization level with projects. One problem was the imbalance between North and South teaching staff. • The spin-offs to the local community were very promising.
Designing a Contextualized Programming Course in a Tanzanian University
• Vesisenaho, M., Duveskog M., Laisser, E. & Sutinen, E. (2006). Designing a contextualized programming course in a Tanzanian University. In Proceedings of 36th Frontiers in Education Conference (FIE) 2006, IEEE, 6 pages. • …(see Vesisenaho et al (2006))
How do you see the problems introduced in Table I ?
Side-effects
• .
Define 1) C
ontextualization and 2) sustainability in ICT education?
C
ontextualization and sustainability
• C
ontextualization
in ICT education is a way of taking the local environment into account when planning and implementing ICT education. It is a need based approach, to meet the local needs of the society and development. • A
sustainable approach
to ICT in development and in development projects is to support local development. It includes wide impacts and focuses on long time frame. It does not miss being aware of global trends, but gives space for local applications and innovations and relates them to the context.
What are the contextual needs and global trends?
Vesisenaho (2007)
Existing and potential use
Existing context of use New potential context of use Import
Taking a technology, product or idea and placing it in another environment without thought for context.
Transfer
Taking a technology and reusing it in another environment where the context is appropriate.
use Apply
Transferring a technology to a new environment and applying it to different areas in new contexts.
Contextualise
Transferring and applying a technology such that it takes into account and supports the environment in old and new contexts.
Beynon, Harfield & Vesisenaho (2008)
use use
Personal analyses
Past, current and future Theorethical knowledge, skills, visions, and ways to concretaze those
Herrington (1997) summarizes the most important characteristics of situated learning
• an authentic context that reflects the way in which the knowledge obtained will be used in real life; • authentic activities; • access to expert performances, best practices and the modeling of processes; • multiple roles and perspectives; • the collaborative construction of knowledge; • coaching and scaffolding; • reflection; • articulation; and • authentic assessment.
Table 1:
Situated learning in the Contextual Programming course (see Section 2.3.4)
Situated learning element Implemented in the Contextual Programming course of 2004-2005
Authentic context that reflects the way the knowledge will be used in real-life Project works, I-Blocks, content of digital learning materials, exercises Authentic activities Field activities, exploratory I-Blocks, workshops, application ideas for different subjects Access to expert performances and the modeling of processes Jeliot, lectures, workshops with experts Multiple roles and perspectives Collaborative construction of knowledge Coaching and scaffolding Group works, projects, exercises, the mixed methodology used in the research Paired or group works in lectures, projects Tutoring and supervising one another Reflection Articulation Authentic assessment Learning interviews diary, questionnaires, Discussion-based learning, learning diary, reporting, workshop presentations Contextual applicability exercises; field projects and their assessment
South North Challengies and Opportunities (e.g.)
• Cultures • Working cultures • Pedagogy • Educational background • Technology/infrastructure • Practical continuation • Project funding • Commitment • Which content are we focusing on?
• To become active participants; users and/or developers • To join different kinds of expertises • To innovate something new together • To open new perspectives • To support mobility and knowledge sharing • North South South partnerships • To get side-effects • To bridge academic and practical initiatives for development
Mikko Vesisenaho, PhD [email protected]
!
Faculty of Education / Research and Development Center for Information Technology in Education (TOTY) University of Joensuu Finland http://toty.joensuu.fi
http://cs.joensuu.fi/edtech
References
Beynon, M., Harfield, A. & Vesisenaho, M. (2008). Contextualising Information and Communications Technology In Developing Countries. In Proceedings of 7th Baltic Sea Conference on Computer Science Education (Koli Calling) 2007. ACM Australia. Herrington, J.A. (1997).
Authentic learning in interactive multimedia environments.
PhD thesis. Edith Cowan University, Australia. Retrieved April 25, 2005, from http://edserver2.uow.edu.au/~janh/Elearn/Site/Authentic%20design_files/He rringtonThesis.pdf
Oakley, P., Pratt, B. & Clayton, A. (1998).
Outcomes and impacts: Evaluating change in social development.
INTRAC NGO management and policy series: 6. Oxford: INTRAC. Roche, C. (1999).
Impact assessment for development agencies: Learning to value change
. Oxford: Oxfam. Vesisenaho, M. (2007). Developing University-level Introductory ICT Education in Tanzania: A Contextualized Approach. PhD-thesis. Dissertations in Computers Science: 16. Joensuu: University of Joensuu Vesisenaho, M., Duveskog M., Laisser, E. & Sutinen, E. (2006). Designing a contextualized programming course in a Tanzanian university. In D. Budny & G. Bjedov (Eds.),
Proceedings of the 36th Frontiers in education conference, FIE 2006
, October, San Diego, California (pp. 1-6). Champaign, Illinois: Stipes Publishing Co.
Extra materials
• RPTEL • FIE • Part of phd? (33-34) • Notes
Some examples of ICT4D activities
1995/1998 Courses in Kidugala Secondary, Tanzania 2000 Orientation course for master student candidates, Tumaini University, Iringa, Tanzania 2000-2002 Tanzanian master exchange students at the University of Joensuu, Finland 2002 Contextual Java (HIV/AIDS) programming course in Kidugala Secondary, Tanzania 2003 Programming by Building -workshop I, Tumaini University, Iringa, Tanzania 2004 Programming by Building -workshop II, Tumaini University, Iringa, Tanzania 2004 TEDC conference, Joensuu, Finland 2004- 5ARTS (North-South) Teacher and Student Exchange 2004-2005 First Contextualized Programming -course at Tumaini University, Iringa University College,Tanzania 2005- Teacher Training at College of Business Education, Tanzania 2005 UniPID-conference, President of Tanzania, Joensuu 2006 TEDC conference and foundation of Iringa Science Park, Tanzania 2006 SciFest, Joensuu-South Africa 2006- Kids ’ Club technology education projects in South Africa 2007- contextualized IT degree program at Tumaini University 2007- Open doors (North-South-South) network 2008 ITED seminar at Tumaini University 2008 TEDC conference Uganda 2008 Edulink project …