GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Thinking and Learning in Computer-supported Social Practice Evode Mukama, PhD Centre for Instructional Technology National University of Rwanda Rwanda

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Context Since 1998, the Government of Rwanda has initiated an ICT development programme An ICT-related policy was launched in 2000 in Rwanda ICT as a development policy is expected to be realised through the implementation of four 5-year rolling National Information and Communication Infrastructure (NICI) Plans Deployment of computers in schools implies 2 Qst: -What is learning? -How learning can be supported by a computer?

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Sociocultural Perspective Learning takes place in specific contexts or, in other words, learning is situated (Lave and Wenger, 1991) Human being live in diverse and changing environments, where they gain experiences (Vygotsky, 1978) These experiences vary on the basis of people’s historical, social and cultural contexts My research studies put forward learning mediated by a computer and language Learners can be supported in their zone of proximal development by the means of an educated discourse

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Learning with ICT

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Research Questions What learning conditions can help or constrain newly qualified or student teachers to learn in ICT-based environments? In computer-supported collaborative learning activities, what kind of discourses do student teachers in small group engage in? How is meaning reflected in newly qualified teachers’ or student teachers’ accounts of learning in computer- supported activities? What learning conditions does language bring to the study of web-based literature in small groups?

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Methods Data Collection Questionnaires Individual Interviews and Follow-up interviews Focus group discussions Naturally occurring talk As multiple instruments were used to collect data, participant observation made it possible to combine different pieces of data into a harmonious whole

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Methods (Cont’d) Data analysis Simple counting (questionnaires) Some categories emerged from data (induction) Some other categories derived from the theoretical constructs (content analysis) Nvivo 2.0 software package

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Four Research Studies Study 1: Mukama, E. & Andersson, S (2008). Coping with change in ICT-based learning environments. Journal of Computer Supported Learning, 24, 156 – 166 Study 2: Mukama (in press). Strategizing computer- supported collaborative learning toward knowledge building. International Journal of Educational Research Study 3: Mukama (2008). Student interaction with web- based literature. I.J. Knowledge and Learning, 4, 478 – 495 Study 4: Mukama, E. (2009). The interplay between learning and the use of ICT in Rwandan student teachers’ everyday practice. Journal of Computer Assisted Learning, 25, 539 – 548.

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Major Findings Conditions for learning with ICT Centralization and teacher under control – frustration Decentralization and trust in teachers – self-confidence and ownership Unconditional support of school managers Learning to teach ICT and teaching with ICT Teachers need to be considered trustworthy and be allowed time to use computers ICT can foster the principles of problem solving and critical thinking Dvpt of school-based ICT literacy curricula and related pedagogy

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Major Findings Reflections on practical activities Criterion-referenced reflection: objectives, outcomes of learning and content embedded in the process of learning Norm-referenced reflection: a number of norms (gender differences, individual and group abilities) Negotiating learning The individual-led learning pattern individual learners seem to be competitive and isolated from the group. Individual learners tend to develop narrow understandings within the limit of their personal abilities. The group-led learning pattern implies that team members negotiate meaning: they create a core of reflective inquiry (discussion, debate, wondering). The individual-group hybrid-led learning pattern is a combination of the two strategies above

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Language Boundary Crossing Cumulative versus exploratory talk (English - Kinyarwanda) Obligation versus Freedom Language translation as a means of analysis Sociocultural context and self Time awareness Structure and organization of ideas There is a need to cross language boundaries in order to allow students to deal with web content most effectively Local languages can enhance students critical reflection, understanding and contextualization of knowledge

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Interplay /b/ Learning and the use of ICT Having access to ICT with adequate training is not sufficient to prompt students to start using this technology as a pedagogical tool Variation among ICT users in schools: Passive ICT users: they acquire but do not use technology Reluctant ICT users: they acquire and use ICT skills but rarely Active ICT users: they demonstrate a capacity to make change in their lives and in the lives of their colleagues Active ICT users can play a role of agents of change in computer-supported learning environments

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Conclusions Interaction between different groups of peers with various experiences can change in a positive and supportive way when ICT is used for enhancing creativity and problem solving The findings of these studies can be used by teachers, researchers and policymakers in their endeavour to integrate ICT in learning practices and to raise computer literacy among the population

GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR MURAKOZE THANK YOU