Presentation on theme: "ICT-based In-Service Teacher Education for Secondary School Teachers in Tanzania Presentation at the GESCII Workshop: Perspectives on North/South Research."— Presentation transcript:
ICT-based In-Service Teacher Education for Secondary School Teachers in Tanzania Presentation at the GESCII Workshop: Perspectives on North/South Research Partnerships for ICT in Education, 21 th April 2009 Dr. Jabiri Bakari, Open University of Tanzania Bengt Nykvist, Mid Sweden University
Presentation Outline Introduction Problem Area and Motivation Project Objectives Project Set-Up Preliminary Findings Conclusion and Outlook
Introduction Project background: –The millennium goal to “achieve general primary school for all” is about to be reached in Tanzania. –60 % attended primary school year 2005, 97% year 2007 –But… short supply of secondary teachers with adequate capacity! Admission at OUT for Education Degree program High dropout ICT-Based In-Service Teacher Education for Secondary School Teacher in Tanzania" (ICT BITES)
Problems The education programme started in January 2007 by admitting 1500 students in five degree programmes as follows: –(i). B. A. Ed 666 –(ii) B. Com. Ed. 47 –(iii) B. Ed. 362 –(iv) B. Sc. Ed 390 –(v) B. B. A. Ed. 35 By January 2008, only 825 have been registered into the second year programme
Problems Communication breakdown problem after face-to-face sessions between students and OUT lecturers – Probably one of the reasons of high dropout ( e.g. even getting assignments) Accessibility problems –Power problems –Band width / Internet infrastructure problems –Affordability problems Low availability of PC’s Limited knowledge how to operate PC’s and computer networks
Motivation Some of these problems can be addressed by m-learning and usage of mobile phones –Mobile phone networks have high coverage in Tanzania –Cheaper equipment (Almost all teacher – OUT students, have mobile phones ) –Equipment that can operate without daily access to electricity, can also be charged by car battery, solar –Equipment familiar to student and teachers
Why mobile learning (general) ? Less time and place constraints, “Learning on the move”: flexible technology. Introducing "authenticity“, learning on site. Supports ”just-in-time” learning. Collaboration can be enhanced, with other students, teachers and tutors.
Project Objectives “The aim of the project for ICT-based in-service teacher education will be to improve performance of secondary school teachers by providing training on pedagogy and subject specialized education.” Focusing on “short course trained teachers” / licensed teachers
Project partners Ministry of Education and Vocational Training (MoEVT) of Tanzania The Open University of Tanzania (OUT) University of Dar es Salaam Mid Sweden University Sponsored by The Swedish Program for Information and Communication Technology in Developing Regions (SPIDER)
Some characteristics of the project 1.“Exploit the interactive potential of ICT in the provision of modern education theory and practice via distance education programmes.” 2.Use available infrastructure and media: “Develop models for communication and distribution of learning material for different technical environments (broadband, VSAT, mobile phones, CD/DVD, memory cards etc).” 3.Exploit other possibilities of the new global world of information and communication: “Support teachers to handle the challenges of using e-resources through knowledge sharing, networking and collaboration for improving teaching”. Use of “Open Courseware”.
Use of the broadest channel available
Support of learning, access to learning material On the memory cards in the mobile phones: –overviews, slideshows for each learning module –study guide in text –study guide interpreted as voice –additional materials such as films Access to Internet (3G or GPRS) for additional learning material
Learning activities and communication with fellow students and teachers / tutors Students do quizzes on their mobile phones Students report development of their assignments (in short form) via SMS Teachers respond using mobile phones or PC’s sending SMS through the Moodle system
Phone specifications 3G/GPRS Java SMS QVGA display, 320*240 pixels, display not smaller than 2 inches Ability to play MP3 audio and MPEG4 / 3GP video Memory card option, card size e.g. 4 GB Micro SD
Introduction of pilot group, January 2009 The 18 students quickly learnt the operation of the phones, how to access the learning material and how to communicate using mobile phones.
Preliminary Findings All of the 18 students thought that the Moodle system and the mobile phones would increase their possibilities to be successful in their studies. Some of the reasons mentioned were: –Course material is now “close to me” available on time as text, voice and media files. –Communication is improved, and updated course information can be communicated. –The Internet access possibility in the mobile phones makes it easier to find material. –Continuous assessment is made possible, and networking with fellow students is improved
Preliminary Findings, cont. A survey was answered by thirteen students: –Twelve had more than three years’ experience of mobile phones. –All of the students agreed or strongly agreed with the statement “Learning through mobile phones is feasible and productive”. –Twelve of the thirteen students liked or “liked very much” to play the media files on the mobile phones. –Twelve of thirteen thought that the use of SMS for quizzes and assignments was useful or very useful. –Eleven students out of thirteen found the text material in the mobile phones easy or very easy to read.
Conclusion and Outlook During the second half of 2009, the pilot project will be evaluated and possible additional tests will be planned. If the pilot is successful, a suggestion for a nationwide programme and guidelines for mainstreaming the model will be prepared. The main target group in the project is the “licensed teachers” in secondary schools at Open University of Tanzania, but the experiences from the pilot project can also be used in other teaching and learning contexts.