ICT for Teacher Training in Africa: myths and mythologies Tim Unwin Seminar for UNESCO Centre for Comparative Research, University of Nottingham 13th March 2006

© Tim Unwin Aims of the seminar To encourage discussion about ICT and teacher training in Africa An opportunity to reflect on our own research practices Sharing some of my experiences of seeking to deliver Imfundo Identifying ways of getting sense into the debates

© Tim Unwin Outline Introductory context Existing frameworks  SITE  UNESCO (2002)  infoDev (2005/6) African experiences  Six principles  Framework for African teacher training Reflections and conclusions

© Tim Unwin My context: myths and biases Broadly constructivist  Student-centred and appropriately paced  Diversity of learning opportunities Blended learning solutions  From print and paper, through radio, TV, Computers, Internet, mobile telephony… Importance of education as a continuum  From pre-primary to HE and beyond Particular focus on the marginalised  Those with disabilities  Street children

© Tim Unwin The mythologies: each with its own vested interests ICTs can provide all the solutions  Technically proven  Driven largely by private sector  A commoditised notion of education ICTs have no role to play  Many other more important needs:  Schools, books, teachers  Irrelevant in the African context Finding the truth somewhere in between  A moral response: Africans are demanding ICTs

© Tim Unwin Context Society for IT and Teacher Education  UNESCO (2002)  Information and Communication Technologies in teacher education: a planning guide infoDev (2005)  Using technology to train teachers: appropriate uses of ICTs for teacher professional development (Gaible and Burns)

© Tim Unwin SITE overview Three key principles:  Technology should be infused into the entire teacher education programme  Technology should be introduced in context  Student teachers should experience innovative technology-supported learning environments in their own teacher education programme Why are these so often ignored?

© Tim Unwin UNESCO (2002): themes and competences in ICT for TT Themes Content and culture Leadership and vision Lifelong learning Management of change Competences Pedagogy  Teaching practices Collaboration and networking Social issues  IPR  Rights and responsibilities Technical issues as an aspect of lifelong learning

© Tim Unwin UNESCO (2002) framework Model strategies for incorporating ICTs into teaching  Web-based lessons  Cyber guides  Multimedia presentations  Telecomputing projects  Online discussions  Quality assurance

© Tim Unwin UNESCO (2002) framework Essential components to support ICTs in teacher development  Shared vision  Access  Skilled educators  Professional development  Technical assistance  Content standards and curriculum resources  Student-centred teaching  Assessment  Community support

© Tim Unwin UNESCO (2002) framework Means of professional development  Strategically supported workshops  Reciprocal mentoring  International technology transfer  Collaborative action research  Assistance from the private sector The importance of having a change management programme in place

© Tim Unwin infoDev (2005 draft) Three broad approaches to use of ICT in teacher training  A delivery system  Providing teachers with information to improve pedagogy and content mastery  A focus of study  That develops teachers’ abilities to use specific tools, such as computers  A catalyst for new forms of teaching and learning  Such as inquiry based learning, collaborative learning, and other forms of learner-centred pedagogy

© Tim Unwin infoDev (2005 draft) Focus on teacher professional development (TPD) Technologies  Computers and the Internet  Radio  TV  Video recording and playback Online distance learning for TPD Importance of partnerships

© Tim Unwin The African context Most of Ministry of Education budgets spent on teacher salaries  Certification and salary issues Most teachers need multiple jobs to earn a livelihood Doubts over ‘status’ of education  And what is its real role in ‘economic growth’ Poor infrastructure The ‘role’ of the teacher  From authority figure to…? Great divide between public and private

© Tim Unwin Sharing African experiences The computer tragedy Principles of good practice Towards a model for the use of ICT on teacher training Some reflections

© Tim Unwin The computer tragedy Vast physical wastage  Hardware underutilised  24/7 principles for sustainability!  Glorified typewriters!  Hardware broken or ineffective  High costs of Internet access Huge educational wastage  Insufficient relevant content  Multimedia potential underused  Networking and interaction ineffective because of lack of connectivity

© Tim Unwin Six Principles of Good Practice 1.Shift from ‘education for ICT’ to ‘ICT for education’ Even the best programmes still focus on giving teachers ICT (=computer) skills No need for long expensive courses in how to use Office packages Training in how to deliver technology enhanced learning The potential of multimedia Things you cannot do already

© Tim Unwin Six Principles of Good Practice 2.Integrating ICTs across the curriculum Blending appropriate technologies throughout the curriculum Should not be restricted to a single course Avoid ICTs for ICT’s sake Getting the computers into the classroom not a special laboratory

© Tim Unwin Six Principles of Good Practice 3.Combining pre- and in-service initiatives Need to enhance capabilities and self-esteem of those currently in school Has driven many recent initiatives School-based teacher development programmes (Kenya, Uganda, Tanzania) But not all of these have been successful Restricted costs mean that initial delivery can only be partial A case for beginning with pre-service training And using these resources subsequently to develop in-service initiatives

© Tim Unwin Six Principles of Good Practice 4.Need for relevant locally produced content Everyone talks about it But not many actually doing it! Why? Costs of developing good quality multimedia content Lack of expertise Need to involve users in content creation Teacher networks of shared practices Potential of low-cost content solutions What will the implications of m-learning be? How best to code content so that it is accessible in different ways? Debates over Languages

© Tim Unwin Six Principles of Good Practice 5.The need for real partnerships Complexity of processes requires shared expertise Sharing of risks, but mutual benefits Avoiding duplication of effort and reinventing the wheel But great difficulty in shaping and managing partnerships Need for a clear partnership framework

© Tim Unwin Six Principles of Good Practice 6.Sustainability built in from the beginning Not just an afterthought E-education initiatives have always been costly Who really benefits? Is it mainly the hardware and content development companies? Few sustainability models really thought through Open Source and Open Content (OER) solutions Importance of 24/7 usage supported by non-educational activities Community involvement Multifunctional resource centres (health, education…)

© Tim Unwin Framework for ICT in African Teacher Training Strategic leadership  At all levels  Combining inspiration, knowledge and enthusiasm  Importance of leadership by Ministries of Education  And ensuring they have sufficient human capacity Ownership and involvement of all stakeholders  All those involved in teacher education  Teachers, HEIs, content developers, hardware  Working collaboratively

© Tim Unwin Framework for ICT in African Teacher Training Integration within national ICT policies and implementation strategies  Must ensure that education in general and teacher training feature prominently  Need to ensure realistic implementation plans Shaping implementation within context of infrastructure available  Must take note of infrastructure context  Be willing to have variable modes of delivery for different contexts (e.g. rural/urban)

© Tim Unwin Framework for ICT in African Teacher Training Awareness raising workshops  Letting users know what is possible  The complexities of the demand-supply relationship  Administrators, heads of TTCs, teachers’ leaders  Then letting them discuss optimal solutions  Training the trainers  Cascading the workshops downwards

© Tim Unwin Framework for ICT in African Teacher Training Elements of pre-service training  In Colleges  Acquisition of basic ICT skills  Self-paced learning/testing through CDs, or online  Group discussion of digital content usage  Filming of practice sessions  EMIS training  Group development of learning resources  Inclusive use of ICT (for those with learning difficulties)  Training in Learning/Content Management Systems (LMS/CMS)  At a distance/teaching practice  /telephone tutorials; sharing lesson plans  Internet support

© Tim Unwin Framework for ICT in African Teacher Training In-service teacher training  Use of TTCs, District Education Offices, Lead Schools…  Building on elements of pre-service  Focus especially on  Digital training resources at centres  Self paced learning and testing  Discussions of use of digital resources in classroom practices  Tutorial feedback and support at a distance  Peer sharing through web-based forums, Wikis, .

© Tim Unwin Framework for ICT in African Teacher Training Sustainability through community-led agendas  Importance of involving local communities from inception to delivery  Role of teachers in local communities  Wider community education possibilities  Also delivering on economic, health, governance agendas  Solving integrated information and communication needs of poor communities

© Tim Unwin Remember the most marginalised

© Tim Unwin Reflections Importance of Monitoring and Evaluation  very few rigorous assessments Extreme difficulty of measuring costs and benefits Avoiding the “can, can” approach  Identifying the conditions under which ICTs really will contribute Sustainability  Has anyone really cracked this yet?

© Tim Unwin Conclusions: reaching beyond the mythologies Need for rigorous academic analysis of existing programmes  Appropriately funded M&E Need to move beyond the vested interests  To identify the fundamental educational benefits Must identify the training needs and then how ICTs can contribute  ICT4E rather than E4ICT Demystifying the use of ICTs  What really are the value of whiteboards and plasma screens?

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