ICT in Education/Teacher Training/Secondary Education

Teacher Training in Secondary Education

Bangladesh

Title: Basic ICT Skill Transfer up-to Secondary level Institute (Change Project – 2013B, Md. Billal Hossain) Background: In the age of globalization, it is necessary to have proper strategy for the development of IT skilled persons for a country like Bangladesh. For the successful implementation of the vision: 2021 and to implement the objectives of the national ICT policy 2009, it is necessary to ensure ICT literacy in a cost effective way for primary and secondary level institutes teachers and students, since ICT skills have been recognized as part of the 21st century basic skills. But it is essential to have trained teachers & sufficient computer to introduce the computer subject to the students. To promote and co-operate the education sector of the country through ICT, some projects were taken by the government. Under the projects a number of computers & accessories were distributed among the secondary level schools and also a good number of teachers were trained. More specifically recently some of the institutes in district and sub-district (upa-zila) level have been provided with computer equipment including laptop so that a teacher can teach the students using those equipment. Being received the training and having computers and accessories in the institute but in some cases trained teachers did not take the matter serious. As a result the computers kept idle and going to lose the functionality. So to bring all computers under full active with the participation of students it must need to sensitize the computer trained teachers so that they use the computers in the classes as a learning tool. In addition the teachers those who did not take basic computer training yet they should have to take training in an urgent basis. Projected objectives: Training of 60 teachers of the country from April – October, 2014 on Basic ICT issues; trained teachers would become ICT focal point of their institute before or by October 2014; trained teachers would implement their training experience to their students; teachers both from urban and rural institutes will be on the same platform in terms of teaching experience; trained teachers would encourage the students to be regular in classes by using different ICT tools as a learning material in the institute; the change project would substantially help to achieve the Vision 2021: Digital Bangladesh. Objectives so far achieved: 60 teachers from 50 institutes have already been trained on Basic ICT Issues from 4th of April 2014 – 19th June 2014 which was successfully accomplished 4 months earlier than the projected time period. 60 teachers became ICT focal person of their own institute after successful completion of the training. Trained teachers are now using their computer training skills in the classes to the students. Trained teachers both from urban and rural areas are now became an important driving force to mitigate the urban and rural digital division after receiving the training. They are now using the digital contents in their classes encouraging the students to be regular. The change project is substantially helping to achieve the Vision 2021: Digital Bangladesh. Implementation status of the project: During implementation of this project some complexity were found to arrange training program together both for the secondary and higher secondary institute’s teachers at a time. As the knowledge base & the capacity of the teachers of secondary institutions are not equivalent to the teachers of the higher secondary institutions; that is why we couldn’t conduct the training sessions of these two categories of teachers together. Initial objective was to train 60 teachers from different institutes from April 2014 to October 2014. But we managed to train exactly 60 teachers of 50 institutes at four different venues of the country four months earlier than the projected schedule. Major course contents of the program: Introduction to Computer system, Understanding Hardware and Software mechanism, Safety Issues, BIOS, Processor and Motherboard, CPU (Processor), Peripheral Devices, Partitioning ,Formatting Hard-Disk Installation (Windows), Virus Protection and Security, Package Software (Microsoft Office), working with document, editing text, Microsoft Office Excel, Microsoft Office Power point, Basic concept of internet, Computer network, Basic Troubleshooting(practical) etc. Challenges: During the preparation of project paper I thought that I would face some problem in implementing the project. But with the help of the respective authority & the sincerity of the teachers we managed to overcome everything. They have played a very positive role for the smooth completion of the training sessions. But in a true sense, to implement an IT related training program some of the basic requirements are essential that are: availability of sufficient number of computers and other associated equipment, adequate budget, uninterrupted power supply, high speed internet facility and sufficient time to monitor the program. In some cases we were not able to provide sufficient number of computers with necessary equipment. The absence of sufficient funding was also a problem to purchase the requisite number of computers and accessories for the institute. Frequent disruption of electricity in some cases badly affected the program and Low speed internet connectivity was also a problem to run the program smoothly. Way Forward: To achieve the goal of “Digital Bangladesh” by 2021 this type of training should be replicated throughout the country in all strata of educational institute. It is also an urgent need to establish computer lab in all educational institute and train all the teachers and students of the institute. To fulfill those targets some basic infrastructure facilities should be ensured, a) Strengthening of ICT infrastructure throughout the country providing adequate number of computers to the educational institutions b) Sanction of adequate budget for the purchase, supply and maintenance of computer equipment c) Creation of computer teacher post in all primary, secondary and higher secondary level institutions d) Necessary efforts should be taken for uninterrupted power supply specially in rural areas e) Arrangement should be made to provide affordable, high speed connectivity to all educational institutions and f) After completion of the basic training, advance training should be introduced so that teachers can learn more about ICT. Conclusion: The project was completed way before the projected schedule. In the regional Phase which is taking place in Uganda I will be presenting the detailed project outcome for the convenience of the participants as well as the other stakeholders for better understanding. The video recording of the project implementation status will be uploaded later.

Bolivia

1. Background

Collective Decide is an organization that promotes sexual health education, targeting young people and teenagers in order to create a community of justice, equity and respect regarding to sexual rights as a part of human rights. The adolescent fertility rate in Bolivia has increased between the 83x1000 to 88x1000 between the years 2003-2013, which shows an increasing trend in the proportion of teenagers who are mothers or pregnant, in an analysis for departmental capitals and cities major proportion of youths who have initiated sexual activity increases significantly, the majority of teenagers leave school for work (20 %), while girls do not continue their studies for reproductive reasons (29 %). Bolivia according to ENDSA (Bolivia Demography and Health Survey 2003), about 16 % of adolescents whose ages were between 15 and 19 years , were pregnant ( 13%) or were mothers ( 3%). Among adolescents aged 19, one in three (34%) have been pregnant and 29% are mothers. Only 4.6 % of adolescents using modern contraceptive methods, while 91.7 % did not use any method of contraception, this means that the lack of access to reproductive health services to adolescents unable to have accurate and scientific information about family planning.

Our organization is aimed to contribute through training workshops that enable dialogue and the formulation of policies that favor the exercise of rights, access to sexual and reproductive health, with emphasis on prevention of unplanned pregnancies, HIV-AIDS and sexual violence, sexuality education and the development of life skills in a context of multiculturalism, with a gender perspective and promoting inclusion by promoting participation.

2. Objetives

A. To Train Co Workers with ICT tools that can support them to realize their functions B. To enhances abilities such as E-Newsletters, Blogging and Social Media to promote useful information C. Expand and strengthen strategic partnerships with youth groups

3. Stakeholders

The stakeholders of this project are:

- Co Workers of Colectivo Decide who are in charge of offering Sexual Education to young and teenagers - Volunteers

4. The Scope of the Project

The scope of the following project is:

To organize community meetings, facilitate Co-workers and youth to access ICT training and implement a new pedagogical method of Sexual Education based of ICT tools.

5. Activities.

-To enhance and create awareness of the importance of ICT Tools -Commit to deliver training -To develop Co-workers to access and entry successful participation on courses -Prepare Workshops -Provide course materials and to enable learners to provide feedback on course delivery, development and evaluation -Carry out monitoring and final evaluation and seek feedback from Co-workers

7. Expected Results

The Expected Results for this project are to enable Co- workers to share information using community websites also they will be able to run, design and implement sexual Health education with the support of ICT running successful campaigns that will lead to Strength youth groups working on empowerment of sexual and reproductive rights.

Cambodia

>>Secondary Education

Liberia

Liberia have a developed National policy on ICT in Education and the implementation of that policy will start this year September in all Teachers training institutes. Also the policy will be part of our national curriculums comes 2016 in all primary ans secondary schools.

Rwanda

“Formulation an institutional strategy and capacity building of teachers by integrating ICT tools in Pedagogy of Science Teaching at Green Hills Academy’. Project Objective: Transformation of learning by designing Flipped Classroom for G11 
and G12 classes. Implementation of Think Central Software in teaching Science in 
Primary School from Grade 3 to Grade 6. Train 14 teachers as Teacher Educator who will train other teachers 
to practice the use of technology in their pedagogy. Train 15 students as Student Teacher on use of flipping classroom 
technology and use of Google docs for sharing their knowledge to 
help other students to learn through technology. Form a Team who will work hand in hand with 2 other partner 
schools( public schools) TO SUPPORT THEIR TEACHERS AND 
STUDENTS TO USE THIS TECHNOLOGY. Main focus is ------- To create Life Long Learners who are committed to bring some positive 
change in their life and become a global citizen. Target Group: Teachers: • 10 Science Teachers in primary School from Grade 3 to Grade 6. • 4 Biology Teachers in Secondary school • 40 students from Secondary school.

ICT TOOLS that are used in this project: 1.Flipped classroom technology by using Blend-space to Secondary school students and teachers www.blendspace.com and other free tools like museum box, purplemash for students to publish their work for sharing and learning. 2.THINK CENTRAL software for Primary school to integrate 5-E model of teaching. www.k6-Thinkcentral.com/ePC/start.do Conclusion: As a leading high school in this country, we are also committed to provide support to our partner school and other schools by giving access to this management software with little cost/ or No cost as per the situation. In this context I must admit that my change project is very much appropriate as per the present situation not only for the school but also for the country as whole. My Institution and Govt of Rwanda’s investment in ICT infrastructure in the education can be fruitful if --- 1.Teachers understand the concept of Students centered learning. My project is focusing on the method of introducing the student centered learning using technology. So it focuses the balance between pedagogy and andragogy. 2.Teachers feel comfortable and understand the benefit of using the technology in their daily lesson. My project emphasizes that use of technology is not an extra load, but the help like any other tools used in the classroom. 3.Students find lessons interactive and innovative and open door to access various resources.

In my project, I choose students as my target group and focused on various ways of learning at their own pace by creating blended lesson. I am also training them to find the various ways of learning in various subjects using technology. Example: sharing ideas using Google docs, Blendspace, showing them the use of various  class tools like Google Earth, Museum box, Khan Academy, purple maps etc.

4.When learning can be shared, valued and students takes the ownership of their own learning. My blended classroom technology with google apps for sharing are totally focused on training young learners to share their ideas and open their mind as critical thinker. I am hopeful about the future of this project. With the help of my dedicated colleagues and energetic young learners, I would be able bring some change not only to this Institution but also to my country.

Tanzania

Using ICT in School. The case of Chang'ombe Secondary School (Change Project 2013B - Geofrey Felix Kalumuna)

Introduction Dar es Salaam University College of Education (DUCE), was declared a constituent university college of University of Dar es Salaam (UDSM)in 2005. Changómbe Secondary School is owned by DUCE as a demonstration school to the college. The use of ICT in Changómbe Secondary School is low.

The purpose of the project The aim of the change project is to influence the use of ICT in teaching, learning and school administration in Changómbe Secondary School.

Scope 10 teachers and 5 school administrators; Various activities will (was) implemented to achieve the specific objectives of the project; The duration of the project is 1 and half year.

Stakeholders The main stakeholders of this projects are IT department, Procurement department, college library, school library, Faculty of Education, Ministry of Education and Vocational Training etc.

The outcomes of the project Teaching and learning materials including school related videos, pictures, text information developed by teachers uploaded on the web based platform; Many administrative activities are coordinated online through web based communication applications; Students have a wide access to web based resources; Teachers and students have wide opportunity to interact through various communication applications.

Some activities done Awareness ICT training for teachers as well as intensive ICT training workshops. You may view one of the training session done by a project leader Geofrey Felix Kalumuna on the topic known as "Web based platforms" via a YOUTUBE link.

'What has been done so far The following activities have been done as follows: • Situational analysis/meeting with stakeholders; • 10 teachers were sensitized on the importance of using ICT in teaching and learning process (sensitization workshop); • 3 school administrators/teachers (Head of school; Deputy head of school & Academic master) were sensitised on the importance of using ICT in school administration; • 10 teachers undertake Basic Computing & Information Literacy Skills Training; • A school blog was designed and developed (http://changombe.wordpress.com/); • Trained teachers and administrators are able to communicate via email services (most of them are using google/gmail); • Students have a wide access to web based resources in the classrooms; • Teachers started to use google drive/document for collaboration; • Teachers and school administrators were able to create and use facebook accounts ( However, there is still minimal use of Skype & Twitter for communication); • Teachers are able to upload and share images, video and text information in various web based platforms including a school blog.

Workshops and Training done The following training and workshop have been done as follows: • Awareness on the importance of ICT by Geofrey Felix Kalumuna • ICT and Education - Presented by Dr Christina Raphael • Internet Basics - Presented by Geofrey Felix Kalumuna • Web based platforms - Presented by Geofrey Felix Kalumuna • Blogging - Presented by Geofrey Felix Kalumuna • Managing web based resources - Presented by Geofrey Felix Kalumuna • Regular coaching on weekly basis - Done Geofrey Felix Kalumuna

Way forward I would like to undertake the same project to other schools in Dar es Salaam. The use of ICT at Chang’ombe Secondary School was extremely low but now students and teachers are using ICT to some extent. It is obviously other schools in Dar es Salaam region need this kind of support so as to stimulate the use ICT to influence teaching and learning which is key in educational development in the modern world. Therefore, I would request the support from SIDA and other partners to help me in doing similar project to other schools in Dar es Salaam as well.

The project leader of this project is Geofrey Felix Kalumuna. For more information about this project please click here.

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Uganda

USE OF MOBILE PHONES IN COMMUNICATION, TEACHING AND LEARNING IN UGANDAN SECONDARY SCHOOLS

The Department of Science Technical and Vocational Education at Makerere University is implementing a project to encourage use of mobile phones in communication, teaching and learning in Ugandan secondary schools. Internet coverage is limited, but mobile phones accessibility has reached many parts of the country, because students and teachers in many rural areas own phones. However their use at school is not accepted for fear that phones destruct students from concentrating on normal education programmes. Discussions on print media, live radio and television are still skeptical about the idea to liberalize use of mobile phones in schools. Even the Ministry of Education in Uganda is reluctant to pass a policy to liberalize open use of phones in secondary schools. While it is true that mobile phones cause excitement to youths and adults, they promote interaction and entertainment through social media like facebook, radio, television, games etc. Its through this that learning can be promoted. This change project aims at improving the perception of stakeholders in use of mobile phones by secondary school students. How can students balance their valuable time between studying while using mobile phones, for entertainment? How can students and teachers obtain cheaper and better smart phones so that they constructively enhance their communication, teaching and learning skills like it is used for ICT in Education in many parts of the world?

Project started