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Panafrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies (PanAf)

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Title: Panafrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies (PanAf)


1
Panafrican Research Agenda on the Pedagogical
Integration of Information and Communication
Technologies (PanAf)
2
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3
Partners
  • Educational Research Network for West and Central
    Africa
  • Université de Montréal, Canada
  • South Africa School of Education, University of
    the Witwatersrand
  • Côte-dIvoire 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
  • Mali Département des Sciences de l'Éducation,
    Institut Supérieur de Formation et de Recherche
    Appliquée (ISFRA), Bamako
  • Mozambique Department of Evaluation Research,
    National Institute for Education Development
    (INDE)
  • Uganda School of Adult Education Communication
    Studies, Makerere University, Kampala
  • République Centrafricaine École Normale
    Supérieure, Bangui
  • Sénégal Faculté des Sciences et Technologies de
    l'Éducation et de la Formation (FASTEF),
    Université Cheikh Anta Diop de Dakar

4
Pedagogical integration of ICT a definition
  • Pedagogical integration means an appropriate,
    habitual and sufficiently use of ICT that
    produces beneficial change in educational
    practices and improves student learning
  • ICT is not only introduced as a new curriculum
    subject and instructing students in its operation
    but is rather used habitually and regularly by
    students and teachers in real-life learning
    contexts in order to support and improve the
    teaching and learning experience and make them
    more meaningful

5
Importance of conducting research in this area
  • More useful study that promotes the effective use
    of ICTs to enhance learning and develop education
  • Conduct research that describes how ICT are used
    in order to facilitate the application of best
    educational practices
  • Research will shed light on pedagogical uses in
    different African learning settings and areas
  • ICT usage in Africa has been inadequately
    documented compared to other regions in the world

6
Objective
  • to better understand how the pedagogical
    integration of ICT can enhance the quality of
    teaching and learning in Africa

7
Challenge
  • Limited existing research on the pedagogical
    integration of ICTs in Africa.
  • Results of past and current studies lack a
    harmonized communication facility.
  • Researchers would benefit from methodological and
    dissemination capacity-building.

8
A two phase approach
  • Collect new user-scale data, using mixed
    (quantitative/qualitative) methodologies in order
    to create a dynamic online space in which to
    analyze and share these data.
  • Identify common issues of interest for further
    research on how to better integrate ICTs in a
    meaningful pedagogical way in the African context

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10
Observatory on ICTs in education
  • PanAf Phase 1 focused on the development of an
    open online Observatory at
  • www.observatoiretic.org

11
A dynamic database - 3 innovations
  • User-scale data
  • Mixed quantitative/qualitative methods
  • Open access

12
A dynamic database - 3 search functions
  • Simple Search for indicators from a single
    institution or country.
  • Advanced Search for tables of indicators from
    multiple institutions or countries.
  • Summary Search an easy way to use map of ICT
    integration in institutions and countries across
    the continent

13
Data
  • 12 research themes (including ICT policy,
    teacher-training, access, use, impact and
    gender).
  • 160 indicators for 100 schools in 10 African
    countries.
  • Hundreds of downloadable raw data files including
    policy documents, recorded interviews and
    examples of ICT in teaching in learning.
  • All data updated in real-time wiki style by
    African researchers in the field.

14
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15
Simple Search - Ecole Normale d'instituteurs de
Brazzaville
16
Advanced Search - Principals computer skills
in South Africa
17
Summary Search - Google Maps interface
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20
Factors to highlight in project implementation
  • Built on a strong research collaboration between
    ROCARE and UofMontreal
  • High quality data on the pedagogical integration
    of ICTs in Africa an unique and open resource
    for African graduate students, academics,
    development practitioners, and policy makers in
    the area of ICTs in education.
  • Global leadership opportunity for African
    researchers.
  • Network of African researchers and partnerships
    with other projects and initiatives such as Nepad
    eSchools, Schoolnet Africa, GeSCI, InfoDev
  • Putting African institutions on the map
  • Policy impact - Ministry officials implementing
    ICT policy reform in Mozambique report that the
    Observatory is informing their decision-making.

21
Factors to highlight in project implementation
  • Publication - African researchers have access to
    an unprecedent dataset and are publishing on ICTs
    in Education
  • Continuous communication website portal,
    websites, newsletter, presence at major national
    and international events such as eLearning Africa
    (3400 hits at the Observatory in a day)
  • Bilinguism (English and French)
  • Sufficiently attractive to raise interest from
    countries willing to join the network (Algeria,
    the Gambia, Ghana etc)

22
Factors to highlight in project implementation
  • Absence of North Africa
  • Withdrawal of Morocco
  • University of Ain Shams, the Egyptian Partner, is
    not active
  • Alternative solutions are under exploration with
    Schoolnet Egypt
  • Algeria, a potential new partner

23
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25
Thank you
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