Evaluating ICT for Education in Africa - Royal Holloway, University of ...

Descriptionof methodFocus groupsLocationfrequencyutilisedand15 in Malawi withteachers and 12 inEthiopia withteachers and ECBPimplementationteam.Strengths Weaknesses Improvements The flexible structure enabled awide-ranging conversation. The teachers were mostly relaxeddue to group environment. The flexibility was too much forinteracting with students. Presence of authority figuresdistorted discussion. Adopted the group interviewmethod for talking with students. Ensured that authority figureswere engaged elsewhere whilstfocus groups took place. Effective facilitation ensured thatall participants were engaged inthe conversation. Tendency for some teachers toprovide brief and superficialanswers. Developed the learning octagon tocatalyse deeper discussion. Appropriate language ofcommunication an ongoingchallenge.Groupinterviews15 in Malawi and 6 inEthiopia withstudents in the testschools. A structured environment in whichthe students felt relaxed and happyto interact. Some students still had fear ofengaging in the interview and feltpressure to provide the „correct‟responses. Explained clearly to the childrenthat there were no „correct‟responses and ensured thatauthority figures were not present. Limited opportunity for in-depthengagement with the students. Local language used to ensurestudents could communicate. When teachers were used astranslators it was difficult to get anaccurate translation. Trained members of the researchteam as translators for the groupinterviews. Starting the interviews withtechnology-specific questions Began the interviews withquestions relating to general life159