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

More documents

Recommendations

Info

Appendix H: Sample questions and scoring guide forOctagonA group of between six and eight teachers were asked to decide upon anagreed score for each of eight categories of potential change. Scores werebetween -3 and +3, with -3 signifying a strongly negative change, 0 nochange, and +3 a strongly positive change. There was no strict questionnairestyleresponses for each score, instead the participants together (with theassistance of the facilitator) came to consensus regarding what anappropriate score would be, using a mixture of quantitative data andqualitative (often story-telling based) considerations. In order to466
demonstrate, the eight questions and potential responses for two samplechange categories are included below in detail with each of the questions.1. Student Attendance/AbsenteeismWhat effect has the introduction of the gadgets had on theattendance/absenteeism of the students?Score Meaning of score-3 The attendance has dropped very significantly-2 The attendance has dropped significantly-1 The attendance has dropped slightly0 There has been no change in attendance1 The attendance has increased slightly2 The attendance has increased significantly3 The attendance has increased very significantly2. Student Enthusiasm/MotivationWhat effect has the introduction of the gadgets had on theenthusiasm/motivation of the students?3. Student Attainment: CurriculumWhat effect has the introduction of the gadgets had on the curriculum-basedunderstanding and attainment of the students?4. Student Attainment: Life SkillsWhat effect has the introduction of the gadgets had on the life-skills-basedunderstanding and attainment of the students?5. Teacher WorkloadWhat effect has the introduction of the gadgets has on the work load of theteachers?6. Teacher Enjoyment/Enthusiasm467
Page 4 and 5:
the research findings to emphasise
Page 7 and 8:
3.4.5 Drawings ....................
Page 9 and 10:
5.4.1 Plurality of methods ........
Page 11 and 12:
8.3 Implications of aspiration ....
Page 13 and 14:
List of figuresFigure 2.1: MDGs (UN
Page 15 and 16:
List of appendicesAppendix A: Resul
Page 17 and 18:
NOLNet Namibian Open Learning Netwo
Page 19 and 20:
I began this PhD two weeks after mo
Page 21 and 22:
number of ICT for education program
Page 23 and 24:
innovative alternatives, and the ce
Page 25 and 26:
2.2 Substance, rationale and approa
Page 27 and 28:
progress towards the EFA goals has
Page 29 and 30:
The critique posed to the market th
Page 31 and 32:
etween these two extremes as a resu
Page 33 and 34:
promoted to become „the character
Page 35 and 36:
appropriate application in recognit
Page 37 and 38:
can instigate both harm and good, i
Page 39 and 40:
Such an undertaking is central to t
Page 41 and 42:
- Availability of computer networks
Page 43 and 44:
assisting towards this end. The imp
Page 45 and 46:
eing rooted in specific socio-cultu
Page 47 and 48:
evaluation: „An evaluation carrie
Page 49 and 50:
Central within this is recognising
Page 51 and 52:
2.6.2 Maturing of the disciplineEar
Page 53 and 54:
that conceptualises ICT for develop
Page 55 and 56:
2006). This also requires the adopt
Page 57 and 58:
attempt to impose overarching solut
Page 59 and 60:
currently the lowest available „p
Page 61 and 62:
Garcia-Montes et al. 2006). This is
Page 63 and 64:
However, despite such claims and th
Page 65 and 66:
into knowledge and applied in life
Page 67 and 68:
dependent upon an increased emphasi
Page 69 and 70:
that ICT is having on education in
Page 71 and 72:
3. Methodology3.1 IntroductionThe p
Page 73 and 74:
2004) and instead focused on utilis
Page 75 and 76:
evaluation of ICT and development p
Page 77 and 78:
ICT for development programmes (Hee
Page 79 and 80:
organisations, explanation of the p
Page 81 and 82:
3.3.1 EuroTalk LtdEuroTalk (http://
Page 83 and 84:
further two weeks in Ethiopia in De
Page 85 and 86:
I was invited by InWEnt to particip
Page 87 and 88:
planning and implementation they co
Page 89 and 90:
the one on the adjacent line. This
Page 91 and 92:
drawings was as a precursor to anci
Page 93 and 94:
Photo 3.3: Students completing the
Page 95 and 96:
prior to implementation of the prog
Page 97 and 98:
provided regular opportunity for se
Page 99 and 100:
for education in Africa from a list
Page 101 and 102:
conversations with respondents, as
Page 103 and 104:
partially based on the flawed notio
Page 105 and 106:
in the research then all those unab
Page 107 and 108:
motivational and aspirational techn
Page 109 and 110:
In the light of the complex challen
Page 111 and 112:
It cannot be guaranteed that resear
Page 113 and 114:
Embrace the heterogeneity of commun
Page 115 and 116:
The majority of the research encoun
Page 117 and 118:
which each received 20 devices for
Page 119 and 120:
Figure 4.1: ICT for development pol
Page 121 and 122:
Photo 4.1: Students exploring the I
Page 123 and 124:
and engaged with children, teachers
Page 125 and 126:
the programme with all of them havi
Page 127 and 128:
widespread lack of textbooks and in
Page 129 and 130:
esources but also that it serves to
Page 131 and 132:
in order to reflect the involvement
Page 133 and 134:
Photo 4.4: Students in Ethiopia exp
Page 135 and 136:
on the donation of solar panels fro
Page 137 and 138:
Photo 4.6: Teacher training in Rema
Page 139 and 140:
4.3.10 Programme futureThe XO 5000
Page 141 and 142:
4.4.3 The importance of ICT for edu
Page 143 and 144:
theme focussed on the lack of budge
Page 145 and 146:
esponses, three dominant themes eme
Page 147 and 148:
The experience of interacting with
Page 149 and 150:
„In the institutions we have work
Page 151 and 152:
Access to a wide variety of resourc
Page 153 and 154:
assessment that emphasised the tran
Page 155 and 156:
have been mitigated had the project
Page 157 and 158:
and the need for sustained probing.
Page 159 and 160:
Descriptionof methodFocus groupsLoc
Page 161 and 162:
Classroomobservations24 in Malawi a
Page 163 and 164:
5.3.1 Baseline testingDiscussion at
Page 165 and 166:
indicated that although apparently
Page 167 and 168:
The lack of evidence from the basel
Page 169 and 170:
Choose the correct answer and write
Page 171 and 172:
eflection upon the format suitabili
Page 173 and 174:
you can follow that. It gives you g
Page 175 and 176:
Following the final iteration of gr
Page 177 and 178:
the method within its appropriate c
Page 179 and 180:
more innovative approach to catalys
Page 181 and 182:
to identify significant themes that
Page 183 and 184:
„Everything that the teachers wro
Page 185 and 186:
(Shurmer-Smith 2002, Herbert 2000).
Page 187 and 188:
5.4 Lessons for effective operation
Page 189 and 190:
and be provided with research assis
Page 191 and 192:
problematic problem but it is the o
Page 193 and 194:
elieving that methods that are base
Page 195 and 196:
teachers maintaining many external
Page 197 and 198:
weekend then they will be there and
Page 199 and 200:
coffee and dancing together in a ro
Page 201 and 202:
emphases can serve to reinforce eac
Page 203 and 204:
eferring back to previous experienc
Page 205 and 206:
Tilahun reflected on the reasons be
Page 207 and 208:
The limited emphasis on quantifying
Page 209 and 210:
5.5 Implications for capacity devel
Page 211 and 212:
improve and build capacity. Similar
Page 213 and 214:
These issues allude to the bigger p
Page 215 and 216:
esponses to questions regarding par
Page 217 and 218:
Month Activity Challenges Strengths
Page 219 and 220:
communicate alternative withappropr
Page 221 and 222:
EuroTalk are keen for thefindings t
Page 223 and 224:
6.2 Why partnership?The contributor
Page 225 and 226:
(Unwin 2005b). The notion of tri-se
Page 227 and 228:
assess the efficacy of the partners
Page 229 and 230:
6.3.1 Contrasting bottom linesPartn
Page 231 and 232:
to engage with the development pote
Page 233 and 234:
that could be distributed specifica
Page 235 and 236:
sector was the most significant cha
Page 237 and 238:
My suggestion that I might speak wi
Page 239 and 240:
approach is found in assessing the
Page 241 and 242:
the fieldwork. The effect of the ob
Page 243 and 244:
(13/04/08). Although prevented from
Page 245 and 246:
„We should have worked more close
Page 247 and 248:
since the language being used faile
Page 249 and 250:
demonstrated in an interview with E
Page 251 and 252:
discussions and various unsuccessfu
Page 253 and 254:
of partnership (Marriot and Goyder
Page 255 and 256:
„‟When we think of monitoring s
Page 257 and 258:
the impact on ECBP from spending ti
Page 259 and 260:
„It has to do with the history of
Page 261 and 262:
6.7.2 Potential to redefine practic
Page 263 and 264:
monitoring and evaluation can provi
Page 265 and 266:
Photo 7.2: Desks and benches in cla
Page 267 and 268:
quantifying educational outputs. It
Page 269 and 270:
of technology within education in A
Page 271 and 272:
pedagogies, and new approaches to t
Page 273 and 274:
eLearning in Africa. Training was h
Page 275 and 276:
Second, alongside the enthusiasm ma
Page 277 and 278:
in Ethiopia meant that the monitori
Page 279 and 280:
„Akili has big potential - becaus
Page 281 and 282:
„The main problem we are facing i
Page 283 and 284:
colonial approach‟ (09/12/08) to
Page 285 and 286:
The aim of providing free and unive
Page 287 and 288:
Photo 7.4: Lessons in Malawi conduc
Page 289 and 290:
Photo 7.5: Girls in Rema herding go
Page 291 and 292:
teachers working in primary schools
Page 293 and 294:
Teachers in Rema (22/04/08) gave a
Page 295 and 296:
disaster. The contrasting potential
Page 297 and 298:
2006). This is demonstrated by the
Page 299 and 300:
Indeed, between these two extremes
Page 301 and 302:
„I use the laptop a lot at home f
Page 303 and 304:
Critical thinking constitutes a sig
Page 305 and 306:
misconception regarding the nature
Page 307 and 308:
Bloom’s Original Taxonomy(1956)An
Page 309 and 310:
associated negative consequences to
Page 311 and 312:
adherence to a flawed promotion of
Page 313 and 314:
„We are not interested with the t
Page 315 and 316:
failing to complete primary educati
Page 317 and 318:
has received some attention (Naraya
Page 319 and 320:
The traditional dominant narrative
Page 321 and 322:
Children reported that they felt mo
Page 323 and 324:
from Golgota eagerly affirmed this,
Page 325 and 326:
and 2 compared to Standard 3 and 4.
Page 327 and 328:
two case studies from Ethiopia. It
Page 329 and 330:
as a good way to communicate with p
Page 331 and 332:
increasingly apparent that Rema was
Page 333 and 334:
evaluation and sustained an overly
Page 335 and 336:
symbol of something good that Malaw
Page 337 and 338:
aspiration could be viewed as poten
Page 339 and 340:
journalist whose article was publis
Page 341 and 342:
and powerful if we have OLPC here i
Page 343 and 344:
If every child in Ethiopia who is e
Page 345 and 346:
population live on less than $2 per
Page 347 and 348:
However, as is now explored, the ve
Page 349 and 350:
the right to profit from sale of al
Page 351 and 352:
8.5.2 Private sector needs creation
Page 353 and 354:
merely another context within which
Page 355 and 356:
Commodity fetishism through aspirat
Page 357 and 358:
The absurdity of the situation was
Page 359 and 360:
„As we are a part of globalizatio
Page 361 and 362:
of aspiration. Engaging effectively
Page 363 and 364:
(Ellul 1964) does delegitimize uncr
Page 365 and 366:
motivations for partnership. The im
Page 367 and 368:
educational challenges and opportun
Page 369 and 370:
choice of theoretical foundation, w
Page 371 and 372:
It is therefore my hope that the me
Page 373 and 374:
9.2.5 Ongoing potential for transfo
Page 375 and 376:
undoubtedly become more so in the f
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 and 408:
Oliver, G., (ed) 2005. Maitland+20:
Page 409 and 410:
Lasonen, J., Kemppainen, R., and Ra
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
Page 459 and 460: Appendix G: Sample of Ethiopia teac
Page 461 and 462: esponsibility of being apilot schoo
Page 463 and 464: laptop make to the livesof the chil
Page 465: How have you found thisdiscussion?O
Page 469 and 470: the technology solution and initiat
Page 471 and 472: made that rule. At the weekend I pl
Page 473 and 474: When you are writing the diary plea
Page 475 and 476: Do you think the laptops and Akili
Page 477 and 478: done?..............................
Page 479 and 480: ...................................
Page 481 and 482: Appendix M: Baseline test in Malawi
Page 483 and 484: HIV?a. Yesb. No5. Are there medicin
Page 485 and 486: It is important that the test is co
Page 487 and 488: Teachers can teach students how to
Page 489 and 490: Maths1. What is the LCM of 5, 10 an
Page 491 and 492: HealthPlease explain how you can co
Page 493 and 494: - Please explain why you think thes
Page 495 and 496: 495
Page 497 and 498: In wanting to do the best evaluatio
Page 499 and 500: Baselines (inc. retrospective const
Page 501 and 502: Appendix Q: Report from eLA worksho
Page 503 and 504: Incorporating more qualitative meth
Page 505 and 506: Breakout workshop 3 - DonorsProblem
Page 507 and 508: It is difficult to ensure the objec
Page 509 and 510: appease donors and secure future fu
Page 511 and 512: to demonstrate thatsomething works
Page 513 and 514: Insights regarding effective evalua
Page 515 and 516: Appendix S: Data table from Malawi
Page 517 and 518:
A 10% increase in correct answers r
Page 519:
with headgain overall perspective o
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?