Digital elementary school solution with moodlebox in a conflict zone: the case of the Central African Republic

Ndassimba, Nadege Gladys; Ndassimba, Edgard; Kossingou, Ghislain Mervyl; Ouya, Samuel

doi:10.23919/icact51234.2021.9370681

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…For instance, Ndassimba et al (2021) deployed MoodleBox in elementary school classes in conflict zones in Central Africa where students were assisted by teacher-parents who accessed the platform through tablets.…”

Section: Learning Management System In Offline Environmentmentioning

confidence: 99%

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

Maro,

Kondoro,

Mtebe

et al. 2024

IRRODL

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In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

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Section: Learning Management System In Offline Environmentmentioning

confidence: 99%

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

Maro,

Kondoro,

Mtebe

et al. 2024

IRRODL

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“…Так, в статье З. М. Муцуровой (Mutsurova, 2018) говорится о потенциале современных цифровых технологий, а именно дистанционных, для региона (Чеченская Республика), который состоит из географически отдалённых друг от друга сельских населенных пунктов. В статье N. G. Ndassimba (Ndassimba, Ndassimba, E., Kossingou, & Ouya, 2022) описывается опыт организации обучения с помощью цифровых образовательных ресурсов в начальной школе Центральной Африки, где система образования была разрушена военными конфликтами. В данном исследовании авторы предлагают родителям взять на себя обязанности учителей.…”

Section: образование и саморазвитие том 17 № 3 2022unclassified

The Development of Integrative Qualities of Primary School Teachers in the Context of Distance Learning

Vlasova¹,

Khamatvalieva²,

Zakirova³

et al. 2022

E&SD

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The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning. The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes. The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability. The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes. To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling. The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan. Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.

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RPI64Box: A portable 3-tiered LAMP stack in a 64-bit Operating System environment

Dhuny¹,

Mohamudally²

2022

Software Impacts

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Digital elementary school solution with moodlebox in a conflict zone: the case of the Central African Republic

Cited by 3 publications

References 8 publications

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

The Development of Integrative Qualities of Primary School Teachers in the Context of Distance Learning

RPI64Box: A portable 3-tiered LAMP stack in a 64-bit Operating System environment

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