1 / 41

ICT and Education. South and North.

ICT and Education. South and North. Mikko Vesisenaho mikko.vesisenaho@joensuu.fi. My background. Degrees PhD (Computer Science) 2007, topic “Developing University-level Introductory ICT Education in Tanzania: A contextualized Approach” , University of Joensuu, Finland.

warner
Download Presentation

ICT and Education. South and North.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ICT and Education.South and North. Mikko Vesisenaho mikko.vesisenaho@joensuu.fi

  2. My background Degrees • PhD (Computer Science) 2007, topic “Developing University-level Introductory ICT Education in Tanzania: A contextualized Approach”, University of Joensuu, Finland. • MEd (Education) 1998, B.A. (Education) 1998, University of Joensuu, Finland. Work Experience • Assistant professor / senior assistant (educational use of ICT),Research and Development Center for Information Technology in Education (TOTY), Faculty of Education, University of Joensuu, Finland, 2008- • Assistant professor / senior assistant professor & Research assistant, Department of Computer Science and Statistics, University of Joensuu, 2006-2008 • Researcher and project manager in project “Information and Communication Technology Education for Development, a Tanzanian Perspective” (Academy of Finland), Department of Computer Science, University of Joensuu, 2003-2005. • Acting project manager of North-South project 5ARTS (2004-2007), North-South-South Networking project Open doors (2007-2008), College of Business Education (Tanzania) project (2005-2006), ViSCoS - Online studies in Computer Science (2007-2008), Department of Computer Science, the University of Joensuu. • Senior lecturer and lecturer in Joensuu University Practice School, 1999-2003 • Lecturer in computer aided instruction & project coordinator, Research and Development Center for Information Technology in Education (TOTY), Faculty of Education, University of Joensuu, 1998-1999.

  3. Outline • Digital gap • Local needs • Innovative education • Tumaini University (Tanzania) example • A learning theory • Own reflection

  4. Who decides the needs?

  5. Where are the local and global? local global

  6. How come these are moving to different directions?

  7. Is there a gap? local global gap

  8. The gap in several levels • Primary education • Secondary education • Higher education • Informal education

  9. Contextual or standardized? contextual relevance efficiency standardized performance Vesisenaho (2007)

  10. Contextual or standardized? contextual relevance effectiveness efficiency standardized performance Vesisenaho (2007)

  11. Contextual or standardized? contextual relevance impact effectiveness efficiency standardized performance Vesisenaho (2007)

  12. Contextual or standardized? contextual relevance sustainability impact effectiveness efficiency standardized performance Vesisenaho (2007)

  13. What are the contextual needs and global trends? Vesisenaho (2007)

  14. How does a change take place in a project? See Roche (1999), Oakley, Pratt & Clayton (1998), Vesisenaho (2007)

  15. What is missing? See Roche (1999), Oakley, Pratt & Clayton (1998), Vesisenaho (2007)

  16. When does the implementation and needs meet each other?

  17. CATI model for contextual ICT development Vesisenaho (2007)

  18. What could be a contextualized outcome?

  19. An example from Tumaini University Vesisenaho, M. (2007). Developing University-level Introductory ICT Education in Tanzania: A Contextualized approach. PhD Thesis. University of Joensuu. Dissertations in Computers Science: 16.

  20. Some example activities

  21. What are the meaningful contextual learning outcomes of the students referring to applying ICT skills and knowledge?

  22. Examples from different CATI levels • “Yeah… If we have this computer program of Java, the society would benefit very much.” (import level) • Yeah, …in case my school can introduce such a course, then I will be able to teach how to program in Java language, because I have a mastered the important (course).” (transfer level) • “Okay, one important learning experience from the course is that I have become more interested in geometrical structures, because I can transfer the knowledge of Java programming to my mathematics course, such as on drawing different structures or graphs and many other things.” (application level) • “I can use these programs even now to teach the students to do things… let’s say, for example, in Java programming. Always we are dealing with how to educate the students on budgeting. Therefore I can use this program to show them that …before doing [something] just go to the computer and just see if you can manage. Therefore I think it is very useful.” (contextualization level) Vesisenaho (2007)

  23. Contextual outcomes of the students. Interview responses indicative of the general CATI levels (A), and the distribution of all quotations in the means of CATI levels (B) Vesisenaho (2007)

  24. At the moment in Finland? ICT in teacher’s work… Research with 270 students (in pedagogical studies) Past, current and future Theorethical knowledge, skills, visions, and ways to concretaze those

  25. Main results of analyzing the course elements 2004-2005 The joint objectives of the course were contextual. But… The implementation focuses on the application level. There will be a number of opportunities in the future to disregard transferred elements and concentrate more specifically on the contextualization level with projects. One problem was the imbalance between North and South teaching staff. The spin-offs to the local community were very promising.

  26. Designing a Contextualized Programming Coursein a Tanzanian University • Vesisenaho, M., Duveskog M.,  Laisser, E.  &  Sutinen, E. (2006). Designing a contextualized programming course in a Tanzanian University. In Proceedings of 36th Frontiers in Education Conference (FIE) 2006, IEEE, 6 pages. • …(see Vesisenaho et al (2006))

  27. How do you see the problems introduced in Table I ?

  28. Side-effects

  29. Define1) Contextualization and 2) sustainabilityin ICT education? • .

  30. Contextualization and sustainability Contextualization in ICT education is a way of taking the local environment into account when planning and implementing ICT education. It is a need based approach, to meet the local needs of the society and development. • A sustainable approach to ICT in development and in development projects is to support local development. It includes wide impacts and focuses on long time frame. It does not miss being aware of global trends, but gives space for local applications and innovations and relates them to the context.

  31. What are the contextual needs and global trends? Vesisenaho (2007)

  32. use use use Existing and potential use Existing context of use New potential context of use ImportTaking a technology, product or idea and placing it in another environment without thought for context. TransferTaking a technology and reusing it in another environment where the context is appropriate. Apply Transferring a technology to a new environment and applying it to different areas in new contexts. ContextualiseTransferring and applying a technology such that it takes into account and supports the environment in old and new contexts. Beynon, Harfield & Vesisenaho (2008)

  33. Personal analyses Past, current and future Theorethical knowledge, skills, visions, and ways to concretaze those

  34. Herrington (1997) summarizes the most important characteristics of situated learning • an authentic context that reflects the way in which the knowledge obtained will be used in real life; • authentic activities; • access to expert performances, best practices and the modeling of processes; • multiple roles and perspectives; • the collaborative construction of knowledge; • coaching and scaffolding; • reflection; • articulation; and • authentic assessment.

  35. Cultures Working cultures Pedagogy Educational background Technology/infrastructure Practical continuation Project funding Commitment Which content are we focusing on? To become active participants; users and/or developers To join different kinds of expertises To innovate something new together To open new perspectives To support mobility and knowledge sharing North South South partnerships To get side-effects To bridge academic and practical initiatives for development South North Challengies and Opportunities (e.g.)

  36. ! Mikko Vesisenaho, PhD mikko.vesisenaho@joensuu.fi Faculty of Education / Research and Development Center for Information Technology in Education (TOTY) University of Joensuu Finland http://toty.joensuu.fi http://cs.joensuu.fi/edtech

  37. References Beynon, M., Harfield, A. & Vesisenaho, M. (2008). Contextualising Information and Communications Technology In Developing Countries. In Proceedings of 7th Baltic Sea Conference on Computer Science Education (Koli Calling) 2007. ACM Australia. Herrington, J.A. (1997). Authentic learning in interactive multimedia environments. PhD thesis. Edith Cowan University, Australia. Retrieved April 25, 2005, from http://edserver2.uow.edu.au/~janh/Elearn/Site/Authentic%20design_files/HerringtonThesis.pdf Oakley, P., Pratt, B. & Clayton, A. (1998). Outcomes and impacts: Evaluating change in social development. INTRAC NGO management and policy series: 6. Oxford: INTRAC. Roche, C. (1999). Impact assessment for development agencies: Learning to value change. Oxford: Oxfam. Vesisenaho, M. (2007). Developing University-level Introductory ICT Education in Tanzania: A Contextualized Approach. PhD-thesis. Dissertations in Computers Science: 16. Joensuu: University of Joensuu Vesisenaho, M.,  Duveskog M.,  Laisser, E.  &  Sutinen, E. (2006). Designing a contextualized programming course in a Tanzanian university. In D. Budny & G. Bjedov (Eds.), Proceedings of the 36th Frontiers in education conference, FIE 2006, October, San Diego, California (pp. 1-6). Champaign, Illinois: Stipes Publishing Co.

  38. Extra materials • RPTEL • FIE • Part of phd? (33-34) • Notes

  39. Some examples of ICT4D activities • 1995/1998 Courses in Kidugala Secondary, Tanzania • 2000 Orientation course for master student candidates, Tumaini University, Iringa, Tanzania • 2000-2002 Tanzanian master exchange students at the University of Joensuu, Finland • 2002 Contextual Java (HIV/AIDS) programming course in Kidugala Secondary, Tanzania • 2003 Programming by Building -workshop I, Tumaini University, Iringa, Tanzania • 2004 Programming by Building -workshop II, Tumaini University, Iringa, Tanzania • 2004 TEDC conference, Joensuu, Finland • 2004- 5ARTS (North-South) Teacher and Student Exchange • 2004-2005 First Contextualized Programming -course at Tumaini University, Iringa University College,Tanzania • 2005- Teacher Training at College of Business Education, Tanzania • 2005 UniPID-conference, President of Tanzania, Joensuu • 2006 TEDC conference and foundation of Iringa Science Park, Tanzania • 2006 SciFest, Joensuu-South Africa • 2006- Kids’ Club technology education projects in South Africa • 2007- contextualized IT degree program at Tumaini University • 2007- Open doors (North-South-South) network • 2008 ITED seminar at Tumaini University • 2008 TEDC conference Uganda • 2008 Edulink project…

  40. Nepal

More Related