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

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Kozma, R. and Wagner, D., 2005. Core indicators for monitoring andevaluation studies for ICT in education. In Wagner, et al. 2005. Monitoringand evaluation of ICT in education projects – a handbook for developingcountries, infoDev, 35-57.Kozma, R., 2007. OLPC and economic developmenthttp://www.olpcnews.com [accessed 06/07/07].Kozma, R., 2007a. One laptop per child and education reformhttp://www.olpcnews.com [accessed 13/05/10].Kozma, R., McGhee, R., Quellmalz, E. and Zalles, D., 2004. Closing thedigital divide: evaluation of the World Links program. International Journalof Educational Development, 24, 4, 361-381.Kraemer, L., Dedrick. J. and Sharma, P., 2009. One laptop per child: visionvs reality. Communications of the ACM, 52, 6, 66-73.Kremer, M., 2003. Randomized evaluations of educational programs indeveloping countries. The American Economic Review, 93, 2, 102-106.Krstic, I., 2008. Sic Transit Gloria Laptopi. http://radian.org/notebook/sictransit-gloria-laptopi[accessed 07/06/10].Kuriyan, R and Kitner, K., 2009. Constructing class boundaries: gender,aspirations, and shared computing. Information Technologies andInternational Development, 5, 1, Spring 2009, 17-29.Lansing, S., 2000. Foucault and the water temples: a reply to Helmreich.Critique of Anthropology, 20, 309 – 318.408
Lasonen, J., Kemppainen, R., and Raheem, K., 2005. Education and trainingin Ethiopia: an evaluation of approaching EFA goals. Discussion Paper 23,Institute for Educational Research, University of Jyvaskyla.Leach, J., 2005. DEEP IMPACT: an investigation of the use of informationand communication technologies for teacher education in the global south.Researching the Issues, 58, DFID.Leach, J., Power, T., Thomas, R., Fadani, X. and Mbebe, A. 2003. 4Dtechnologies: appropriating handheld computers to serve the needs ofteachers and learners in rural African settings. Centre for Research andDevelopment in Teacher Education, United Kingdom: Open University.Leach, M., Scoones, I., 2006. The slow race – making technology work forthe poor. DEMOS institute.Leaning, M., 2010 The one laptop per child project and the problems oftechnology-led educational development. In Berson, I. and Berson, M., (eds)High-tech tots: childhood in a digital world. Information Age Publishing,231-248.LEG, 2007. Link for education governance. Education Sector PerformanceAnalysis. Lilongwe, Malawi.Lehner, F. and Nosekabel, H. 2002. The role of mobile devices in elearning -first experiences with a wireless elearning environment. WMTE, 103-106.Leinonen, T., 2008. (Critical) history of ICT in education - and where we areheading? Free, Libre and open Source Software in Education.http://www.flosse.dicole.org [accessed 15/10/08].Lennie, J., Skuse, A., Tacchi, J., and Wilmore, M. 2008. Challenges, issuesand contradictions in a participatory impact assessment project in Nepal.409
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the research findings to emphasise
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3.4.5 Drawings ....................
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5.4.1 Plurality of methods ........
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8.3 Implications of aspiration ....
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List of figuresFigure 2.1: MDGs (UN
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List of appendicesAppendix A: Resul
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NOLNet Namibian Open Learning Netwo
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I began this PhD two weeks after mo
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number of ICT for education program
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innovative alternatives, and the ce
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2.2 Substance, rationale and approa
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progress towards the EFA goals has
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The critique posed to the market th
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etween these two extremes as a resu
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promoted to become „the character
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appropriate application in recognit
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can instigate both harm and good, i
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Such an undertaking is central to t
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- Availability of computer networks
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assisting towards this end. The imp
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eing rooted in specific socio-cultu
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evaluation: „An evaluation carrie
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Central within this is recognising
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2.6.2 Maturing of the disciplineEar
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that conceptualises ICT for develop
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2006). This also requires the adopt
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attempt to impose overarching solut
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currently the lowest available „p
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Garcia-Montes et al. 2006). This is
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However, despite such claims and th
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into knowledge and applied in life
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dependent upon an increased emphasi
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that ICT is having on education in
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3. Methodology3.1 IntroductionThe p
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2004) and instead focused on utilis
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evaluation of ICT and development p
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ICT for development programmes (Hee
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organisations, explanation of the p
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3.3.1 EuroTalk LtdEuroTalk (http://
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further two weeks in Ethiopia in De
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I was invited by InWEnt to particip
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planning and implementation they co
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the one on the adjacent line. This
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drawings was as a precursor to anci
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Photo 3.3: Students completing the
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prior to implementation of the prog
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provided regular opportunity for se
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for education in Africa from a list
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conversations with respondents, as
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partially based on the flawed notio
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in the research then all those unab
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motivational and aspirational techn
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In the light of the complex challen
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It cannot be guaranteed that resear
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Embrace the heterogeneity of commun
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The majority of the research encoun
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which each received 20 devices for
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Figure 4.1: ICT for development pol
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Photo 4.1: Students exploring the I
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and engaged with children, teachers
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the programme with all of them havi
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widespread lack of textbooks and in
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esources but also that it serves to
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in order to reflect the involvement
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Photo 4.4: Students in Ethiopia exp
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on the donation of solar panels fro
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Photo 4.6: Teacher training in Rema
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4.3.10 Programme futureThe XO 5000
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4.4.3 The importance of ICT for edu
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theme focussed on the lack of budge
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esponses, three dominant themes eme
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The experience of interacting with
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„In the institutions we have work
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Access to a wide variety of resourc
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assessment that emphasised the tran
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have been mitigated had the project
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and the need for sustained probing.
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Descriptionof methodFocus groupsLoc
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Classroomobservations24 in Malawi a
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5.3.1 Baseline testingDiscussion at
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indicated that although apparently
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The lack of evidence from the basel
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Choose the correct answer and write
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eflection upon the format suitabili
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you can follow that. It gives you g
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Following the final iteration of gr
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the method within its appropriate c
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more innovative approach to catalys
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to identify significant themes that
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„Everything that the teachers wro
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(Shurmer-Smith 2002, Herbert 2000).
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5.4 Lessons for effective operation
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and be provided with research assis
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problematic problem but it is the o
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elieving that methods that are base
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teachers maintaining many external
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weekend then they will be there and
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coffee and dancing together in a ro
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emphases can serve to reinforce eac
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eferring back to previous experienc
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Tilahun reflected on the reasons be
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The limited emphasis on quantifying
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5.5 Implications for capacity devel
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improve and build capacity. Similar
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These issues allude to the bigger p
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esponses to questions regarding par
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Month Activity Challenges Strengths
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communicate alternative withappropr
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EuroTalk are keen for thefindings t
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6.2 Why partnership?The contributor
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(Unwin 2005b). The notion of tri-se
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assess the efficacy of the partners
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6.3.1 Contrasting bottom linesPartn
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to engage with the development pote
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that could be distributed specifica
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sector was the most significant cha
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My suggestion that I might speak wi
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approach is found in assessing the
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the fieldwork. The effect of the ob
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(13/04/08). Although prevented from
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„We should have worked more close
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since the language being used faile
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demonstrated in an interview with E
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discussions and various unsuccessfu
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of partnership (Marriot and Goyder
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„‟When we think of monitoring s
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the impact on ECBP from spending ti
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„It has to do with the history of
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6.7.2 Potential to redefine practic
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monitoring and evaluation can provi
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Photo 7.2: Desks and benches in cla
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quantifying educational outputs. It
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of technology within education in A
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pedagogies, and new approaches to t
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eLearning in Africa. Training was h
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Second, alongside the enthusiasm ma
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in Ethiopia meant that the monitori
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„Akili has big potential - becaus
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„The main problem we are facing i
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colonial approach‟ (09/12/08) to
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The aim of providing free and unive
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Photo 7.4: Lessons in Malawi conduc
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Photo 7.5: Girls in Rema herding go
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teachers working in primary schools
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Teachers in Rema (22/04/08) gave a
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disaster. The contrasting potential
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2006). This is demonstrated by the
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Indeed, between these two extremes
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„I use the laptop a lot at home f
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Critical thinking constitutes a sig
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misconception regarding the nature
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Bloom’s Original Taxonomy(1956)An
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associated negative consequences to
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adherence to a flawed promotion of
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„We are not interested with the t
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failing to complete primary educati
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has received some attention (Naraya
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The traditional dominant narrative
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Children reported that they felt mo
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from Golgota eagerly affirmed this,
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and 2 compared to Standard 3 and 4.
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two case studies from Ethiopia. It
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as a good way to communicate with p
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increasingly apparent that Rema was
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evaluation and sustained an overly
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symbol of something good that Malaw
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aspiration could be viewed as poten
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journalist whose article was publis
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and powerful if we have OLPC here i
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If every child in Ethiopia who is e
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population live on less than $2 per
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However, as is now explored, the ve
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the right to profit from sale of al
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8.5.2 Private sector needs creation
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merely another context within which
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Commodity fetishism through aspirat
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Page 371 and 372: It is therefore my hope that the me
Page 373 and 374: 9.2.5 Ongoing potential for transfo
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Page 377 and 378: esearch undertaken for this thesis.
Page 379 and 380: 9.5 Education: a final wordThe thes
Page 381 and 382: BibliographyAAG, 2009. Statement of
Page 383 and 384: Batchelor, S., Evangelista, S., Hea
Page 385 and 386: Development Department Education Gr
Page 387 and 388: learning: a sourcebook for evaluato
Page 389 and 390: evaluation in education. Studies in
Page 391 and 392: DFID, 2008. Private sector developm
Page 393 and 394: EFA, 2001. Dakar framework for acti
Page 395 and 396: Fadel, C. and Lemke, L. 2006. Techn
Page 397 and 398: G8, 2007. Growth and responsibility
Page 399 and 400: Greene, J., 2005. Mixed methods. In
Page 401 and 402: Harrow, J., 2001. Capacity building
Page 403 and 404: Hine, C., 2005. Virtual methods and
Page 405 and 406: Illich, I., 1969. Celebration of aw
Page 407: Oliver, G., (ed) 2005. Maitland+20:
Page 411 and 412: Mansell, R., 2005. The fragility of
Page 413 and 414: Mercer, C., 2006. Telecentres and t
Page 415 and 416: Mutume. G., 2006. Harnessing the in
Page 417 and 418: Olukoshi, A., 2006. African scholar
Page 419 and 420: Paul, R. and Elder, L. 2005. The mi
Page 421 and 422: Roy, S., 2005. Globalisation, ICT a
Page 423 and 424: Shadish, W, Cook, T. and Campbell D
Page 425 and 426: Sperling, G., 2008. A global educat
Page 427 and 428: Thomas, J, 1996. Introduction: a de
Page 429 and 430: UNESCO, 2006a. Teachers and educati
Page 431 and 432: Unwin, T., 2009a. Conclusions. In U
Page 433 and 434: Walker, J, 2005. Self-determination
Page 435 and 436: Winch, C., 2005. Autonomy as an edu
Page 437 and 438: Appendices437
Page 439 and 440: 439
Page 441 and 442: 441
Page 443 and 444: Interviewee Company Details of Resp
Page 445 and 446: UK LtdJohn Connell Cisco Brief resp
Page 447 and 448: Appendix C: Sample of Malawi indivi
Page 449 and 450: Tell me, when you see a school like
Page 451 and 452: Appendix D: Sample of Ethiopia stud
Page 453 and 454: classes‟.For final question promp
Page 455 and 456: Children InformationInformation fro
Page 457 and 458: Appendix F: Sample of Malawi focus
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Appendix G: Sample of Ethiopia teac
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esponsibility of being apilot schoo
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laptop make to the livesof the chil
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How have you found thisdiscussion?O
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demonstrate, the eight questions an
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the technology solution and initiat
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made that rule. At the weekend I pl
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When you are writing the diary plea
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Do you think the laptops and Akili
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done?..............................
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...................................
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Appendix M: Baseline test in Malawi
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HIV?a. Yesb. No5. Are there medicin
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It is important that the test is co
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Teachers can teach students how to
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Maths1. What is the LCM of 5, 10 an
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HealthPlease explain how you can co
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- Please explain why you think thes
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495
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In wanting to do the best evaluatio
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Baselines (inc. retrospective const
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Appendix Q: Report from eLA worksho
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Incorporating more qualitative meth
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Breakout workshop 3 - DonorsProblem
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It is difficult to ensure the objec
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appease donors and secure future fu
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to demonstrate thatsomething works
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Insights regarding effective evalua
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Appendix S: Data table from Malawi
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A 10% increase in correct answers r
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with headgain overall perspective o
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