IT and Educational Policy in the Sub-Saharan African Region

Tilya, Frank

doi:10.1007/978-0-387-73315-9_73

Cited by 15 publications

(11 citation statements)

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“…Several researchers (Kozma 2008; Moonen 2008; Tilya 2008) identified elements of strategic and operational policies that need to be in place for implementation of ICT to be beneficial for education. Kozma (2008) observed four rationales that guide the strategic policies for ICT in education: (1) support economic growth; (2) promote social development; (3) advance educational reform; and (4) support education management.…”

Section: A Call To Actionmentioning

confidence: 99%

Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

Voogt

Knezek

Cox

et al. 2011

Computer Assisted Learning

151

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Abstract'Under which conditions does ICT have a positive effect on teaching and learning?' This was the leading question of the International EDUsummIT in The Hague, the Netherlands. The bases for the discussion were the scholarly findings of the International Handbook of Information Technology in Primary and Secondary Education, a synthesis of research in the field of information and communication technology (ICT) in education. Seventy international policymakers, researchers, and practitioners developed a Call to Action, which summarizes the main action points where policy, research, and leadership need to join forces in order to successfully implement ICT in educational practice. These main action points include a view on the role of ICT in 21st century learning; conditions for realizing the potential of multiple technologies to address individual needs of students; better understanding of the relationship between formal and informal learning; the implications of technology for student assessment; the need for models for leadership and teacher learning to successfully implement technology; the potential of ICT for digital equity; and the development of a list of essential conditions to ensure benefit from ICT investments. In this contribution, we present the Call to Action and synthesize the research on which the Call is based.

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Section: A Call To Actionmentioning

confidence: 99%

Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

Voogt

Knezek

Cox

et al. 2011

Computer Assisted Learning

151

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“…Rather, it focused on guiding the overall use of ICT in the country, including mobile phones, computer, internet and other related ICT tools, be it in schools, in offices or at the market. According to Tilya (2008) the 2003 policy can be described as an emerging policy in education, where ICT is just in the process of being introduced into schools. In 2007 the ICT Policy for Basic Education was formulated.…”

Section: Ict Policies and Implementation In Schools And Teacher Educamentioning

confidence: 99%

“…This policy incorporates the integration of ICT in pre-primary, primary, secondary and teacher education, as well as non-formal and adult education (Hare, 2007;URT, 2007). Such a policy, according to Tilya (2008) could be described as an applying policy, which refers to teachers' use of ICT for both administration and instruction purposes.…”

Section: Ict Policies and Implementation In Schools And Teacher Educamentioning

confidence: 99%

“…The interaction between these three, results in technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPCK). These seven components are enclosed together to form a Total PACKage of technological pedagogical content knowledge (TPACK) (Thompson & Mishra, 2007-2008. In 2008 Koehler and Mishra (2008) added context to the framework, as context determines to a large extent the way technology can be used in educational practice.…”

Section: Developing Teachers' Knowledge and Skills Of Integrating Tecmentioning

confidence: 99%

“…Thus, in 2002 the government of Tanzania in collaboration with the Swedish International Development Agency (SIDA) and the International Institute for Communications Development (IICD), a Dutch NGO, started to implement ICT for science, mathematics and English subjects in both teacher education and in secondary schools (Hare, 2007;Tilya, 2008). From this period the Ministry of Education and Vocational Training (MoEVT) endorsed that ICT should not only be taught as a subject, but also be integrated as a pedagogical tool for teaching and learning in subject areas (URT, 2007).…”

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ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

Kafyulilo

Fisser²,

Pieters

et al. 2015

AJET

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Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Preand post-assessment results of the pre-service teachers' perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and redesign, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching. IntroductionTanzania experiences, just like many developed and developing countries, a challenge in relation to students' participation and performance in science and mathematics subjects at secondary school education. A report by the Mathematical Association of Tanzania These failures have been attributed to, amongst other factors, the absence of competent teachers, lack of science teaching and learning resources as well as shortage of science and mathematics teachers in most schools (URT, 2008).Since the 1990s the government of Tanzania has taken several initiatives to address the problem of massive failures in science and mathematics subjects in the country. Several projects were established in collaboration with international organisations to enhance science and mathematics teaching approaches, to prepare new teaching resources including books, and training of more science and mathematics teachers (O-saki, 2007). One of the projects was the Science Education in Secondary Schools (SESS) a project funded by the German GTZ in 1997, and based in the Ministry of Education and Culture in Tanzania, aiming at improving teaching and learning in science and mathematics for girls and boys in secondary schools (O-level) in Tanzania. Another project was the Teacher Education in Mathematics and Science (TEAMS) from 1996 to 2004 which was funded by the Dutch government to review the undergraduate science teacher education programs at the University of Dar es Salaam, by conducting research, training postgraduate students and developing in-service Australasian Journal of Educational Technology, 2015, 31(4). 382training materials (Ottevanger, van den Akker, & de Feiter, 2007). Despite these initiatives to overcome the massive failure of students in science and mathematics, the situation has remained poor (O-saki, 2007).Further efforts to enhance science and mathematics teaching and learning outcomes focused on ...

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Djibouti

Salhi¹,

Hamlaoui²

2018

E-Learning in the Middle East and North Africa (MENA) Region

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IT and Educational Policy in the Sub-Saharan African Region

Cited by 15 publications

References 11 publications

Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

Djibouti

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