Educational Research Network for West and Central Africa Université de Montréal, Canada 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 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 Partners
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
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
Objective: “…to better understand how the pedagogical integration of ICT can enhance the quality of teaching and learning in Africa…”
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.
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
Observatory on ICTs in education: PanAf Phase 1 focused on the development of an open online Observatory at: www.observatoiretic.org
A dynamic database - 3 innovations: User-scale data User-scale data Mixed quantitative/qualitative methods Mixed quantitative/qualitative methods Open access Open access
A dynamic database - 3 search functions: Simple Search – for indicators from a single institution or country. Simple Search – for indicators from a single institution or country. Advanced Search – for tables of indicators from multiple institutions or countries. 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 Summary Search – an easy way to use map of ICT integration in institutions and countries across the continent
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.
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.
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…)
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