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eLearning-Africa Friday, May 29th, 2009 Toby Harper Université de Montréal

PanAfrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies ( a research agenda for technology-enhanced learning in Africa). eLearning-Africa Friday, May 29th, 2009 Toby Harper Université de Montréal.

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eLearning-Africa Friday, May 29th, 2009 Toby Harper Université de Montréal

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  1. PanAfrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies(a research agenda for technology-enhanced learning in Africa) eLearning-Africa Friday, May 29th, 2009 Toby Harper Université de Montréal

  2. My goal is to introduce you to IDRC’s ongoing PanAf agenda, and propose it as a platform - both in style and content – for our discussion of research agendas on technology enhanced learning in Africa more generally.

  3. the PanAf agenda • partners • objectives • methods • outputs • www.observatoiretic.org • opportunities • outcomes • discussion

  4. partners • International Development Research Centre (IDRC - Canada) www.idrc.ca • Educational Research Network for West and Central Africa (Bamako) www.ernwaca.org • Université de Montréal www.crifpe.ca • infoDev (World Bank) www.infodev.org • UNESCO Institute for Statistics www.uis.unesco.org

  5. phase 1 (2007-2009) • South Africa: School of Education, University of the Witwatersrand • Côte-d’Ivoire: EcoleNormaleSupérieure, Abidjan • Congo: ÉcoleNormaleSupérieure, Brazzaville • Kenya: School of Continuing and Distance Education, University of Nairobi • Cameroun: Département de Sciences de l'Education, EcoleNormaleSupérieure, Université de Yaoundé • Ghana: University College of Education, Winneba • Mali: Département des Sciences de l'Éducation, Institut Supérieur de Formation et de RechercheAppliquée, Bamako • Mozambique: Department of Evaluation & Research, National Institute for Education Development, Maputo • Uganda: School of Adult Education & Communication Studies, Makerere University, Kampala • RépubliqueCentrafricaine: ÉcoleNormaleSupérieure, Bangui • Sénégal: Faculté des Sciences et Technologies de l'Éducation et de la Formation, Université Cheikh Anta Diop de Dakar • The Gambia: Science and Technology Department of the University of the Gambia, Banjul

  6. objective • To support research leading to recommendations for concrete improvements in the quality of teaching and learning • question How can the pedagogical integration of ICTs substantially improve the quality of teaching and learning at all levels and scales of African education systems?

  7. challenge • Previous research does not reflect the agreed importance of the issue for development • Results of past studies have lacked a harmonized communication facility • African education researchers would benefit from capacity building

  8. PanAf response • Collect new school-scale data, using mixed methodologies • Create innovative opportunities for knowledge sharing • Provide learning opportunities for those involved

  9. methodology • Questionnaires, recorded interviews (mixed quantitative and qualitative, at school-scale) • Summary analysis and immediate upload to www.observatoiretic.orgby national experts • Not “representative”, real examples of leadership, best practices, and challenges • Limited definition of technology enhanced learning, “computer use in schools”

  10. outputs • 20 000 data-points • 180 indicators • 12 major categories (Policy, Access, Training, Use, Impact, Management, Gender…)

  11. outputs • 117 schools, 71% public, 42% secondary • 8 940 educators, 84% public, 56% secondary • 242 873 learners, 90% public, 52% secondary

  12. www.observatoiretic.org

  13. exportable data

  14. 4.9.1 Stated factors (by learners) that are challenges to ICT use • “The students lamented that if one does not take computer option then he/she has no access to the computers.” • “…no time given to us for practice yet computer is a practical subject, restrictions to access the computer lab which even discourage students from using it even when they have some free time…” • “The main barrier in the use of ICT is the computer room fee charge.”

  15. 6.2.2 Stated impact (by educators) of ICT on (learners') access to knowledge • “…as a result of the presence of the Internet. They can ably now surf new information […] they can read for themselves new information, compare what they have been taught…”

  16. opportunities • Capacity building • Scientific publication • Evidence-based policy decision-making • Leading pedagogical practice • Improved educational outcomes

  17. outcomes • Enhanced research capacity in partner institutions • Analysis, dissemination, and publication of research results • 12 national multi-stakeholder policy dialogue sessions to link research to recommendations • Phase 2 (2009-2011) will also produce practical guides for educators

  18. the PanAf agenda • partners • objectives • methods • outputs • www.observatoiretic.org • opportunities • outcomes • discussion

  19. discussion • What should a research agenda on technology-enhanced education entail? • What is the best way to go about such research, how to fund it? • What is the best way to link research outputs to policy decision-making? …and practice? • Should research agendas converge, collaborate, and/or complement each other? • How can we ensure scientific rigour, comparability, openness, adaptiveness..?

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