KENYA AND INTEGRATION OF ICT IN EDUCATION:

TOWARDS A SYNTHESIS OF TOP-DOWN AND BOTTOM-UP APPROACHES

Jo Tondeur (Ghent University)Paul Van Otten (VVOB)

Educational innovation: a changing landscape

Adoption (> 1980)

RDD (Burkman, 1987)

Top-down

Adaptation (1980 -1990) Implementation strategiesTeacher and school perspective

Integration of strategies (1990 …) Student perspective …

ICT-intergrationFrom a curriculum at maro level…

Types of computer

use

Cultural teachercharacteristics

Structural teachercharacteristics

Cultural schoolcharacteristics

Contextual schoolcharacteristics

Basicskills

Learningtool

Informationtool

School characteristics

Availability of computers +++

Computers with Internet +++

Computers in the classroom ++ +++

Innovativeness ++ ++

ICT-policy ++ +++

ICT-training ++

Teacher characteristics

Gender +++

Computer experience ++

Traditionalism + + -

Constructivism + +++

Innovativeness + ++

Determinants at meso and micro level

‘Here is the paradox: You need ownership for fundamental

change, but you cannot get it on a large-scale by relying on bottom-up strategies’

(Fullan, 2003, p. 32)

3 MODELS TO GUIDE ICT INTEGRATION PROCESSIN KENIA

Four in Balance

TPACKUNESCO 4 stages

Mix top-down / bottom-up

TPACK

TPACK: SPECIFIC TYPES OF TECHNOLOGY

?

TPACK: RELATED TO PEDAGOGICAL KNOWLEDGE

>Do the test: http://punya.educ.msu.edu/2010/08/13/tpack-game-the-matt-koehler-version/

It’s not so much the program;more what you do with it

[Jones, 1986]

FOUR IN BALANCE MODEL BALANCE BETWEEN MACRO AND MICRO LEVEL

ICT SCHOOL POLICIES ASSOCIATED WITH ICT CLASS USE

0

10

20

30

40

50

60

70

80

Inno -

vativeness

Supportive

leadership

Goal -

orientedness

ICT

Planning

ICT

support

Infra -

structure

Cluster 1 (N=41)

Cluster 2 (N=27)

Impact of ICT school policies depends on the perceptions of teachers

UNESCO STAGES OF ICT ADOPTION & USE

15

20

25

30

35

40

45

Information Tool Learning Tool Basic Skills

Cluster 1: Constructivist &Traditional Teaching profile

Cluster 2: Constructivist Teaching profile

Cluster 3: Traditional Teaching profile

Cluster 4: Undefined profile

LINKING TYPES OF ICT USE AND EDUCATIONAL BELIEFS

CONCLUSION:TOP DOWN VS BOTTOM UP?7 TOPICS TO DISCUSS [SEE STOLL]

Varied contexts necessitate differentiated capacity building

Capacity building needs to go beyond focusing on supporting instructional improvement to emphasising learning

capacity building needs to address both the present and the future

Ensuring sustainability depends on a capacity building ‘habit

of mind’ Leading school improvement can’t be done by one

person alone: developing leadership capacity is essential

A networked society requires lateral capacity building Improvement doesn’t only depend on individual

schools: systemic capacity building is required

Papers ? Information ?

Collaboration ?

Jo.Tondeur@UGent.be

Ruben.Vanderlinde@UGent.behttp://ugent.academia.edu/JoTondeur

http://ugent.academia.edu/JoTondeur

ICT Integration in Education VVOB Kenya

• 2008-2013, 2 coordinators, 2 - 4 local staff, several teams of MoE

• Focus on strengthening capacity for coordination and implementation of ICT integration initiatives for teaching and learning.

• Objective:MOE has operationalized a systematic, comprehensive and sustainable ‘strategy for integration of ICT in Education’

Holistic approachStrengthen ICT at different levels

• Technical & Pedagogical• ICT Unit MoE HQ

– Servers + application software (Internet, e-mail, databases, antivirus, website, support…)

– Technical CB• ICT Integration Team MoE HQ

– Representatives of all MoE stakeholders (15 members)– Coordination and harmonization of ICT initiatives within

MoE– Guidelines & Standards– Advise senior management

Holistic approachStrengthen ICT at different levels

• Senior Management– Flexible one-on-one training “ICT Integration” (45)– Change management : Participation & ownership

• ICT for Education (ICT4E) Unit (staff 4) [Pedagogical]– Coordination, advice and assistance of “ ICT Integration in

Education” initiatives and programmes with other directorates, departments, units, SAGA’s and other stakeholders

– Develop appropriate ICT educational strategies, policies, standards, guidelines, procedures

– Develop pedagogical/didactical concepts and implementation schemes for ICT Integration

• CEMASTEA (in-service training teachers)• KESI (training educational managers)

Holistic approachStrengthen ICT at different levels

• National ICT Innovation and Integration Centre (NI3C) – www.ni3c.net - objectives:– To develop and demonstrate the application of ICT

technologies and new pedagogic/didactic aspects of ICT in learning, teaching and management

– Develop and show-case different solutions and scenarios in the deployment of ICT integration at the school level

– Testing new “ICT Innovations and Integration”, ideas and experiments for use by teachers and learners.

– Provide guidance and support to schools and field offices in their efforts to develop and implement ICT driven programme activities and integration processes.

– Provide advice to education managers on ICT innovations and integration aspects referred to the Centre.

Holistic approachStrengthen ICT at different levels

• Kenyan “Klascement” – Elimu Portalwww.elimuportal.net

• E-readiness database of schools (Tech. & Ped.)• E-mail up to district offices• Intranet MoE - SharePoint• Economic Stimulus Package - MoE:

ICT Integration in secondary schools – 8M Euro:1050 (2010/2011) & 420 (2011/2011)

11 PCs, LAN, laptop, projector, Internet connectivity 1 year, CB principals and teachers, ICT Champions

Holistic approachStrengthen ICT at different levels

• Holistic model for implementation of “ ICT Integration in schools”– Model developed ( tabled for discussion by ICT

Integration Team on 19/10/2011)– Piloting in 4 schools– Link 1 school with school in Flanders– Implementation expected to start in November

2011

SYSTEM LEVEL (MOE, District, County) SCHOOL LEVEL TEACHER LEVEL A1 VISIONING

A1.1 Write ‘vision paper’ with measurable components (concept, objectives, administrative roles etc) A1.2 Develop guidelines for school ICT integration team (membership, functions etc) A1.3 Develop sensitization ‘material’ (documents, films, websites etc)and ‘approaches’ A1.4 Develop guidelines for baseline survey at school level/community (expand e-Readiness approach?) A1.5 Develop strategy for capacity building of district/county offices to support ICT Integration in Education

B1 VISIONING B1.1 Preliminary meetings with school administration (DEO involved) B1.2 Sensitization on the vision (focus on admin and management. DEO involved) B1.3 Sensitization about the impending process (focus on admin and management. DEO involved) B1.4 Setup ICT Integration team B1.5 ICT Integration team performs baseline survey (infrastructure, skills, learning material, attitudes, administrative practises, school performance etc)

C1 VISIONING C1.1 Sensitization on the vision (focus on teaching and learning) C1.2 Sensitization about the impending process (focus on teaching and learning) C1.3 Participate in baseline survey

A2 STRATEGY & CAPACITY SUPPORT A2.1 Develop template for School ICT Integration Strategy A2.2 Provide a pool of facilitators to guide schools: identify & train/induct facilitators A2.3 Set up a library of School ICT Integration Strategies (portal, website etc) A2.4 Benchmark schools for exchange visits in selected districts A2.5 Develop a centralised training administration system to document and monitor all professional development

B2 STRATEGY & CAPACITY SUPPORT B2.1 Organise capacity development activities for the ICT Integration Team in preparation of School ICT Strategy (workshops, ICT Champions approach, benchmarking by school exchange visits etc) B2.2 ICT Integration Team develops School ICT Integration Strategy B2.3 Adopt strategies that make ICT use part of school’s daily routine and tasks for teaching and non-teaching staff

C2 STRATEGY & CAPACITY SUPPORT C2.1 Organise capacity development activities for teachers in preparation of School ICT Strategy (workshops, ICT Champions approach, visits etc) C2.2 Teachers participate in developing School ICT Integration Strategy

A3 INFRASTRUCTURE A3.1 Develop specifications /guidelines for equipment/infrastructure A3.2 Develop guidelines for procurement of ICT infrastructure A3.3 Document lessons learnt and develop library of best practises in infrastructure setup A3.4 Develop mechanisms to continuously identify education software and companies that can develop quality ICT based resources (including Microsoft Licence agreement etc)

B3 INFRASTRUCTURE B3.1 Put equipment/infrastructure (ICT infrastructure, buildings etc) in place (identification, procurement, enhancement etc) with respect to various ICT infrastructure deployment approaches

C3 INFRASTRUCTURE C3.1 Participate in identification of equipment/infrastructure as well as verification of specifications

A4 CAPACITY BUILDING A4.1 Develop guidelines on required skills for teachers and managers A4.2 Develop guidelines for the skills capacity building programme

B4 CAPACITY BUILDING B4.1 ICT Integration Team to coordinate skills training for teachers and managers B4.2 School management to facilitate/sponsor continuous in-house skills training for teachers and managers B4.3 Initiate personal skills development (including self-sponsorship, peer learning etc) with focus on administration/management matters B4.4 Managers/facilitators participate in skills development B4.5 Champions in the school tasked with responsibility of keeping the school on the cutting edge of technology by keeping tabs on advances in ICT Integration in Education and liaising with centres such as NI3C

C4 CAPACITY BUILDING C4.1 Participate in skills development exercises C4.2 Initiate personal skills development (including self-sponsorship, peer learning etc) - continuous refreshment of knowledge, skills

A5 CONTENT A5.1 Develop material and approaches to help build perception of ICT as a tool to meet curricular goals A5.2 Institute mechanisms to evaluate content developed for schools to ensure relevance, reliability and correctness A5.3 Establish a digital library of ready to use, customisable ICT based resources that facilitate quick and easy access to resources to planning and teaching A5.4 Develop guidelines for assessment approaches

B5 CONTENT B5.1 Review of relevance of available e-content by the ICT Integration Team B5.2 Review of the school’s curricular goals by the ICT Integration Team B5.3 Review of assessment approaches that will work best with the use of e-content in teaching

C5 CONTENT C5.1 Participate in review/familiarize of e-content C5.2 Participate in integration of ICT in school’s curricular goals C5.3 Participate in development of assessment approaches C5.4 Participate in development of e-content

A6 PEDAGOGY A6.1 Develop a framework that will allow schools have autonomy in pedagogical approaches to curriculum, content delivery and assessment A6.2 Develop guidelines and framework for professional development of teachers to help build their capacity in shifting pedagogical approaches

B6 PEDAGOGY B6.1 Coordinate professional development of teachers to help them shift pedagogical approaches B6.2 Guide the shift of pedagogical approaches in the school B6.3 Review and adopt pedagogical approaches learnt from peerage programmes and training B6.4 Consolidate teacher knowledge in pedagogical approach with the aim of continuity

C6 PEDAGOGY C6.1 Participate in professional development exercises C6.2 Participate in development and shaping of pedagogical approaches in the school C6.3 Review and report on various pedagogical approaches that work or otherwise

A7 IMPLEMENTATION A7.1 Develop guidelines on sustained ICT Integration in Education(fees, working with sponsors/partners etc) A7.2 Ministry showcases the model with a view to attracting partners and sponsors to sustain the ICT Integration processes A7.3 Facilitate communities of practice (elimu portal, Ni3C website etc) A7.4 Facilitate technical support through the national help desk

B7 IMPLEMENTATION B7.1 Support teachers in implementation of the School ICT Strategy B7.2 Develop systems to help teachers manage time by streamlining workload so as to encourage ICT Integration which is usually time consuming B7.3 Liaise with school management, board, parents and partners to support continuous implementation of the School ICT Strategy B7.4 Regularly review the ICT Integration Strategy with view of sustainability

C7 IMPLEMENTATION C7.1 Integrate ICT in lesson planning, teaching and assessment C7.2 Liaise with ICT Integration Team to ensure successful implementation of the School ICT Integration Strategy C7.3 Participate in communities of practice or teacher networks to share best practises

A8 MONITORING & EVALUATION A8.1 Develop roll-out plan (infrastructure & advances in ICT Integration in Education) for Holistic model A8.2 Develop sustainability plan (infrastructure & advances in ICT Integration in Education) for Holistic model A8.3 Develop guidelines for roll-out planning & sustainability planning at county & district level A8.4 Preparation and dissemination of guidelines on how to source funding and identify expertise to promote sustainability A8.5 Develop Monitoring & evaluation plan for the pilot phase. A8.6 Develop M&E tools A8.7 Carry out continuous M&E during pilot phase A8.8 Develop guidelines for M&E plans at County, District and School levels. A8.9 Use M&E outputs from school, district, county level to improve all guidelines. A8.10 Share M&E findings with schools, districts and counties

B8 MONITORING & EVALUATION B8.1 ICT Integration Team develops monitoring and evaluation plan B8.2 ICT Integration Team implements M&E plan B8.3 ICT Integration Team shares M&E records with district, county, national level to fine tune Holistic model (for national roll-out) B8.4 ICT Integration Team plans for sustainability of the ICT integration process in the school (linked to strategy)

C8 MONITORING & EVALUATION C8.1 Teachers assess / monitor learning outcomes with integration C8.2 Teachers give feedback to School ICT Integration team of the school and pilot team

Permant Secretary

Education Secretary

ICT4E (Pedagogy)

ICT Unit (Technical)

NI3C (Showcase of new ICT Technologies &

Pedagogy

EMIS

Directorates, Depts & SAGAs

ICT Integration Team(Rep. Dir, Dept, Saga)

Reporting: _____>

Advice: - - ->

MoE ICT Structure

ASANTE SANAVVOB Kenya – Ministry of Education Kenya

www.vvob.be/kenya

www.education.go.ke

www.elimuportal.net

www.ni3.net

pvanotten@education.go.ke

msmulders@education.go.ke