1. Technology Usage and Management in Zambian Schools By Mulemwa Moongwa Infinite Learning Consultants

2. OVERVIEW eLearning status Policies promoting eLearning School system Teacher ICT Readiness in Zambia Introduction of ICT’s in the Classroom Gender in ICT Education Conclusion

4. Why eLearning “Education has changed. Fundamentally. Because almost everything we know about education is up for grabs: the way it is funded, designed, managed, and even delivered. Around the world, wholesale efforts at education reform are already underway; and … these changes are taking place in “Internet time.” This is the new education economy – the global education economy

5. Policies Promoting ICT in Education in Zambia National ICT Policy ( MCT) eLearning (MOE) FNDP (2006-2010) eLearning Africa Policies

6. ICT Policy To deploy ICT’s at all levels of the Zambian Education SYSTEM Modernize the Education Delivery System Strengthen the admin. & decision making capacity in Edu. System Promote local collaboration of R&D systems, to facilitate product development, innovation and delivery of standardized services

7. ICT Policy to increase the institutional capacity in terms of infrastructure and human resource in public & private colleges/ universities that offer ICT Courses to increase the institutional capacity in terms of infrastructure and human resource in public & private colleges/ universities that offer ICT Courses increase enrollment in key skills Address the HR requirements in key sectors

8. Digital Divide The digital divide between African and the developed world is so profound that we can not, with sincerity, talk of a global digital village. We are a world living apart from each other. In 2004 1 internet user for every 250-400 in Africa Developed 1: 15 ICT will not answer all our challenges but it brings new opportunities

10. Teachers and ICT in Zambia Traditionally focal point in classroom. Shift from teacher being master. Most vital component for successful technology integration. Teachers immediate needs Governments allocation of scarce resources Rural Teachers Mindset change in teachers

11. Teachers (Case Study) 38 Teachers 38 Teachers Only 20 % of teachers were literate Only 3 teachers were “internet literate” Vandalism Lack of support from school Heads ( computer illiterate superiors) Lack of Support from fellow teachers Lack of continuous Education and exposure to practices Lack of continuous Education and exposure to practices Embarrassing to have conversant learners Timetabling issues Motivation

12. Teachers- Way Forward Human touch is irreplaceable Able and willing if right approach is taken Continuous Learning Upgrade of other skills Technical skills Training to build IT Managers within the schools Bridge Knowledge gaps Increasing usage of technologies by teachers

13. HIGHER EDUCATION SECONDARY SCHOOL PRE SCHOOL, PRIMARY SCHOOL

14. CLASSROOM

16. Classroom- Learner Paradigm shit- learner is knowledge seeker with constant changing needs. Viewed as subject No curriculum or bridge of skills When it comes to ICT learners are quicker than teachers due to curiosity, imagination and adventure Learners live digitally and learn analogue style.

17. CLASSROOM Misinterpretation of eLearning effects on the classroom. Computer lab only No content/ no bridge of application skills and mainstream activities Integration of solutions Computing skills Education Technologies

18. Blended Learning Blended learning is essentially a combination of old and new learning practices, blended into a seamless experience that realises the many benefits of e-learning but incorporating the human facilitation and coaching process into the delivery of learning

20. Gender in the Classroom NO! It is not a code name for women. gender equality is equal status for women and men, involving equal conditions for both to realize their full human rights and potential to contribute to national, political, economic, social, and cultural development, and to benefit from the results. Gender equality therefore involves equal choice, control, and opportunities around the resources and benefits of development for both men and women. Gender equality therefore involves equal choice, control, and opportunities around the resources and benefits of development for both men and women. It is also characterized by the "equal valuing by society of both the similarities and differences between women and men, and the varying roles that they play”.

21. Why women? "women's empowerment" is the recognition that women are disadvantaged in access to education and resources, and that “ the empowerment and autonomy of women and the improvement of their political, social, economic and health status is both a highly important end in itself and necessary for the achievement of sustainable human development.“

22. Gender Central and necessary for women empowerment Exclusion has been both deliberate and cultural Lack of freedom of movement or low levels of education in women

23. In the context of ICT, Women empowerment in knowledge societies entails building up abilities and skills of women to gain insight into the issues affecting them and also building up their capacity to voice their concerns. It entails developing the capacities of women to overcome social and institutional barriers and strengthening their participation in the economic and political process so as to produce an overall improvement in their quality of life”

24. Technology is gender neutral isn’t it? ICT's have long been believed to be gender neutral but, contradictorily, the ICT sector is primarily a male domain. ICT's have long been believed to be gender neutral but, contradictorily, the ICT sector is primarily a male domain. ICT for development frameworks and initiatives that do not incorporate gender as a key factor and concern run the risk of widening inequalities between women and men.

25. Gender By singling girls are we discriminating boys? No Women in developing countries have more pressing needs such as food, shelter and healthcare, WHY prioritize ICT?

26. GENDER in the Workplace Higher Education should encourage women to enroll in ICT Training through awareness of benefits and discounts Teleworking Outsourced jobs Most senior jobs in ICT are still held by men. Certification is the accepted benchmark as proof of knowledge and competence. Certified individual should progress regardless of gender

27. Gender The potential of ICT for women in developing countries is highly dependant upon their levels of technical skills and Education of benefits and awareness

28. CONCLUSION Key factors-: technology planning and policies; finance; equipment and infrastructure; technology applications (software and systems); maintenance and support; professional development and training; and technology integration

29. References Zambian National ICT Policy Zambian National ICT Policy ICT and changing mindsets- Dramane,