Transcript Document 7533671
MOZAMBIQUE
Pedagogical Integration of ICTs
Phase 1 Research
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Introduction to research team
Partner institution: National Institute for Educational Development , INDE
Focal point: Dr. Joaquim Matavele
Primary researcher: Vasco Camundimo Secondary researcher: Albertina Moreno Research team: Kauxique Maganlal (MEC), Francisco Mabila (UEM), Félix Singo (UP), Zauria Saifudine (UTICT), C. Cumaio (MEC) assistants: Roberto Cabral resources: ERWACA/Local Resources
Overview of participating schools
• • • • • • Size: 10 schools, more than 60 teachers, 36
managers, 120 learners
Levels: primary, secondary and higher
education
Teacher-training: Pedagogical University Public / private: 9 / 1 Mixed / single-sex: 9/1 girls Rural / urban: 2/8
Overview of research results
General state of pedagogical integration of ICTs
• • • ICT as part of government policy and strategy; ESSP (2006/2011) as operational tool for ICT implementation; ICT as part of school curriculum since 2008 ( subject and tool) and currently in a pilot stage;
Overview of research results (cont’d)
• • • •
Highlighted successes in pedagogical integration of ICTs
Effective students participation by searching contents in the internet (when available) before the class; More motivation and interaction among teachers and students and students themselves; Diversify sources of learning; Enhance English language proficiency.
Overview of research results (cont’d)
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Specific challenges in pedagogical integration of ICTs
Teacher training; Availability of computer lab; Technical assistance, management and sustainability.
Data analysis
Policy (on slide Overview of research results)
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Access to / connectivity of computers in schools
9 of 10 schools are connected to the Internet; Reliability is not good enough; High cost of connectivity.
Data analysis (cont’d)
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Pedagogical use of ICTs by educators
To prepare lessons; To record students marks; To have access to information.
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Pedagogical use of ICTs by learners
To type assignments; To improve Portuguese orthography.
To have access to information.
Data analysis (cont’d)
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Reported impact of ICTs on teaching / learning
Improvement of storage and releasing student records; More interaction in the classroom.
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Managerial use / impact of ICTs
improve efficiency on information delivery, e.g, certificate issue, students result, etc.
Data analysis (cont’d)
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Themes of particular interest (gender, language, special needs)
No evidence •
Other results to highlight
Access to the connectivity is much poor into rural area compared to urban.
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Policy dialogue
Overview of policy dialogue workshop
Improve interaction and coordination between G2P, G2G and bottom up approach.
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Recommendations ensuing from policy dialogue workshop
Create capacity building at different levels; Build new computer lab to avoid the occupation of existing classroom.
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Next steps (how the dialogue will continue)
Continue debates in others levels, e.g., schools, district and province.
Conclusion
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Review successes and challenges in the pedagogical integration of ICTs
All respondents share the idea of a positive and significant contribution of ICT for the access and quality of education in the country.
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What does this say about the country’s education system more generally?
The need to train the teachers and other staff to ensure the implementation of ICTs in schools; Mobilize stakeholders.
Conclusion (cont’d)
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What recommendations (supported by the data) for change to ICT4ED policy and practice?
Reinforce capacity building (managers, teachers, head of districts and provinces); Provision of enough financial resources.
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What is missing in order to substantially improve teaching and learning through ICTs?
Lack of equipments, human and financial resources.
Make ICT available to all
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PanAf Phase 2
General reflections on scientific publication
More dissemination of call for papers for publication; More involvement of educational researchers.
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General reflections on potential partnerships
Establishment of partnership agreement; More involment of stakeholders, e.g., mobile co., Telecom co., power supplier co., computer manufacture.
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General reflections on additional research
Inclusion of ICT and gender, special needs, local languages, broader the sample including more rural schools and the country size.