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

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you can follow that. It gives you guidel<strong>in</strong>es <strong>for</strong> what to askand allows you to keep on br<strong>in</strong>g<strong>in</strong>g it back on track.‟Facilitat<strong>in</strong>g this dynamic <strong>in</strong>teraction through a focus group enriched theresearch process when it operated effectively. However <strong>in</strong> Malawi there wereoccasions where such <strong>in</strong>teraction could not be achieved without the use <strong>of</strong>additional tools, particularly the Interactive Learn<strong>in</strong>g Octagon, and this isconsidered <strong>in</strong> the follow<strong>in</strong>g discussion regard<strong>in</strong>g visual approaches.Alongside the success <strong>of</strong> conduct<strong>in</strong>g focus groups with teachers were thechallenges encountered when the research team began <strong>in</strong>teract<strong>in</strong>g withchildren <strong>in</strong> this environment. Initial attempts to conduct focus groups <strong>in</strong>Malawi and Ethiopia with students aged between seven and 14 years olddemonstrated that, aside from a few notable exceptions, they lacked theconfidence to talk without a clearly structured and led environment withquestions they could each answer <strong>in</strong> turn. This was exacerbated <strong>in</strong> ruralMalawi by the fact that the children were entirely unaccustomed to<strong>in</strong>teract<strong>in</strong>g with white people. The underly<strong>in</strong>g reasons <strong>for</strong> this are explored <strong>in</strong>greater detail throughout Chapter 8.Group <strong>in</strong>terviewsFollow<strong>in</strong>g the first stage <strong>of</strong> research <strong>in</strong> Malawi it was decided that focusgroups should be replaced by group <strong>in</strong>terviews when <strong>in</strong>teract<strong>in</strong>g withchildren to provide a more settled and structured environment, and the samewas done <strong>in</strong> Ethiopia. There were considerable benefits from the additionalstructure <strong>of</strong> the group <strong>in</strong>terviews <strong>in</strong> facilitat<strong>in</strong>g a more relaxed and<strong>in</strong><strong>for</strong>mative discussion when compared with the <strong>in</strong>itial focus groups.However, despite the improvement and the ef<strong>for</strong>ts <strong>of</strong> the monitor<strong>in</strong>g andevaluation teams <strong>in</strong> both locations to follow conventional good-practiceguides and ensure consistency (Valent<strong>in</strong>e 1999), the responses from thegroup <strong>in</strong>terviews with children rema<strong>in</strong>ed varied. The primary reason <strong>for</strong> thiswas the limited ability <strong>of</strong> the children to engage with critical „why-based‟questions (Paul and Elder 2007a). As I noted <strong>in</strong> my research diary hav<strong>in</strong>gspent time <strong>in</strong> Mtentera (14/11/07):173

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