2. Benefits of ICTs for education
ICT skills important in the job market
Options for conveying broad range of
interactive content is enhanced
It makes administering learning easier (under
some circumstances)
Assessment feedback can be used immediately
to enhance learning.
Allow for self-paced learning (under certain
circumstances)
Long term it can drive cost down
Eliminates the total dependence on the
teachers as only facilitator of learning
3. Context
Lessons learnt from 7 project evaluations
Learner Project: Maths content rolled out in a government
funded school lab via the internet (after school, and two
periods per week)
Learner Project : Maths content rolled out in a government
funded school lab via the internet blended with face to
face tuition, and use of non-lab computers (After school)
Learner Project : Maths content installed locally on laptop
computers, and used by maths teachers in their class
(During class)
Learner Project : Maths and science content delivered via
video (DVD sets / touchpad computers) after school
Teacher Project: Laptops with remote maths software
accessed via internet to enhance teacher knowledge
Teacher Project: ECD practitioners trained to use computers
to stimulate learners
Leadership Course material rolled out via universities’ e-
learning platforms
4. Possible Implementation
models
One to many e.g. the teacher or a learner uses
the technology to convey content to class vs.
One to one e.g. the teacher takes the learners
to the computer lab to engage with some
content
Primary site of learning (used to deliver content)
vs. Second site of learning (enrich or expand)
Used to remediate vs. used to teach new
content
Group paced (All learners engage with similar
content at the same time) vs. self paced (Each
learner on their own trajectory)
5. Possible implementation
options
Typical infrastructure roll-out models
Use what is in the school, e.g. use the GOL labs
Supplement the ICT infrastructure - Use the lab
as is, but add your own server / connectivity
Provide ICT infrastructure in the school e.g.
laptops, tablets
Cost of hardware + software + training+
maintenance + cost of participation+ security
6. Reflection 1: Don’t assume
everyone will respond the same
Diffusion of innovations models
7. Reflection 2: Not only the
“What”, but the “Who”
Implementation team requires the following
competence:
Project design (Phases, link with other education activities)
Project management (Meeting deadlines, reporting,
accountability)
Relationship management (Schools, District, Province, Donor)
Logistics coordination (arranging transport, catering)
Technical expertise (Set up and trouble shoot, product specific
and more general ICT skills)
Generic education expertise (How schools work, how schools in
townships typically work)
Content specific education expertise (E.g. Maths or science
etc.)
Contextual understanding (E.g. Township schools)
Monitoring and evaluation (Using the information as it emerges)
8. Reflection 3: Don’t assume there
will be support for your project
Arrange access: open the class and set up the computers
so that valuable teaching time does not get lost
Supervision of the learners: helping the learners with
technical issues, helping the learners with content issues,
watching them to make sure they cope and are not busy
with other activities
Learner follow-up: Communicating with the learners about
when the sessions will run, follow up if learners are absent
Staff follow-up: Making sure that who-ever was responsible
for supervising a session/ arranging access is available,
feedback of results, flagging of issues to follow up
Communicating with the school stakeholders, project
implementers, project managers, district officials (content
specialists and e-learning specialists)
Collecting attendance data / other monitoring data
9. Reflection 4: Expect interference
and plan for contingencies
Other projects (Donor funded,
government sponsored)
Exam preparations
Labour action
Theft of hardware
Betterchance in the first two terms
Strong buy-in necessary
10. Reflection 5: If you involve
teachers…
Will they be required to work extra hours?
Manage expectations
Will they be more comfortable with using the
ICTs than their learners?
What is in it for them? How can their practice
/ knowledge be enhanced?
When you do training - Are you training them
on what they need to know to use the ICTs
(software knowledge, ICT troubleshooting
skills, use of ICT as pedagogic tool, subject
content knowledge)
11. Reflection 6: Down time - The
downfall of any ICT programme
Testsystem stability up front
Plan for scheduled maintenance
Have a back-up plan
Have on the spot trouble shooting skills (is
one person sufficient?)
Have extra equipment
12. Reflection 7: Consider your
minimum criteria for participants
Language skills
ICT use levels
Content mastery
School functionality
Geographic spread
Commitment of individual participants
Is it wise to exclusively rely on districts to select
schools, and teachers to select learners for
participation?
13. Reflection 8: A lot more than ICT
only
You must provide the hardware and software
and the maintenance
Training of users on multiple competencies
Relationship building and constant
communication
Motivate kids to participate
Provide incentives
Think of contextual factors like transport, and
food
14. Reflection 9: Be clear about your
exit strategy - Up front
Willthey keep the software or hardware?
Who will pay for internet / maintenance
What use do you expect to occur after
the project – are participants equipped to
do this?
15. Reflection 10: Ask the right
evaluation questions
Did it work?
Other important questions
Is the content relevant? (Content review)
Is the content user friendly for the intended users
(Heuristics Evaluation)
Was it implemented at the requisite “dosage” level for it
to possibly work? (Fidelity monitoring)
Can it effect change? (Experimental design)
At what cost (to participants and donors) (Cost analysis)
Then only, can you start to answer: Did it work (Quasi-
experimental design)
Does it work better than “something else” (comparative
analysis), or how does it work with “something else”