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South Africa
2003 - 2005
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IntroductionBasic Question: Can ICT help develop teachers in SA?Key points:• Implementation of pedagogically sophisticated materials
in developing context vs developed• Applicability of the Cascade Model of Training• Relevance of Stages of Adoption of technology in
classroomThis paper is a reflection on the Intel SA experience by:
– Project Manager, Evaluator, On-the-ground implementer
• New Intel® Innovation in Education programmes
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Background
• Intel Teach to the Future developed and first implemented in USA
• Technological sophistication• Well-qualified teachers• Background in Project Based Learning
(PBL) approaches • Implementation across the globe• Allows for localisation
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SA Implementation• Provincial senior trainers selected and trained• Train facilitators chosen from schools as
implementers for their school• Education dept officials also
included in training• University education
departments including it in pre and in service
• In 1000 schools in all 9 provinces
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Provinces with Computers in Schools (2002)
Have Computers
Have Computers forTeaching & Learning
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Complexity of Situation
• Having computers for educational use doesn’t mean they will be used well
• Independent schools are not necessarily well-resourced, and state schools can be
• Very well-resourced independent schools are not necessarily innovative educationally.
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Cascading Model of Training
• “Train the Trainer”
• Poor reputation in SA wrt implementation of OBE but introduced here due to budget constraints and availability of trainers
• “Ordinary” Educators become trainers
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Questioning: the Core• Intel Teach to the Future is a
pedagogical course• Use of questions to stimulate Higher
Order Thinking (a la Bloom)• Use of overall Essential &
Unit Questions• Use of unit plans,
assessment rubrics• These are novel ideas in some
schools
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Key Elements
CurriculumCurriculumKnowledgeKnowledge
ICTICTSkillsSkills
PedagogicalPedagogicalKnowledgeKnowledge
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4 stage continuum of ICT integration
UNESCO report on ICT curriculum and teacher development in 2002– Emerging – Applying – Infusing – Transforming
Criteria include progress from teacher-centred to learner-centred - as well as technology adoption
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Stages of Development
• Various models point to stages teachers go through in adopting technology
• 3-5 years timeframe to get to stage of integration• SA teachers at low levels (even when there are
computers)• Intel Teach to the Future expects teachers to
“catch up”, both at the level of technical skills as well as pedagogical integration knowledge, in a short time; But
• Only 53% had used a spreadsheet pre-training• Only 46% could design learning materials
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Outcome of TrainingRandom success/failure:• Difficulty grasping key concepts • Resistance to discussion of pedagogy• Difficulty with using English• Too dependent on confidence
& commitment of facilitators• But: some concepts taken on board
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Failure to Train Others
• Lack of facilities• Lack of confidence• Did the course for the “wrong” reason • Because it was all that was available• 58% of facilitators,
63% educators wanted ICT skills
• Only 17% wanted to become better teachers
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Solutions and Way Forward
• Focus on Unit Question (subject focus not cross curric)
• Online refresher course• Revise course to be modular
and flexible• Include Thinking Tools • Microsoft Partners in Learning
ICT Skills for teachers to meet needs for “skills first”
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Revisions and Refresher
• Open vs Closed questions• Create good Unit Questions• Practice giving feedback• Re-phrase questions• Analyse sample
presentations for whether the Unit Question was answered
• Explore scaffolding ideas
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Re-phrasing Questions
How do animal and plant species react over time to threats within their habitat to ensure the survival of the species?
Re-wordings:
• Can proteas survive in Johannesburg?
• Do pine trees grow easily?
• Why is Bloemfontein the Rose city?
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Characteristics of Good Unit Questions
• Avoid words such as “influence of…”, “importance of …”, “impact of…”
• Force the learner into evaluation, analysis and synthesis: e.g. “Were the Portuguese good for Africa?”
• “How does…” & “why…” often lead to weak questions; drop them, eg "Can ICT improve global communications?"
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Intel Teach Research Conclusions
• Desired impacts of Intel Teach not yet achieved• But there are indications in the classroom of
positive changes, early stages of integration beyond mere ICT usage, and signs of pedagogical development
“I used to think the learners were dull & lazy.Now I see it is we teachers who are at fault.
We need to teach in new, different ways”
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New Intel Programmes
• Teaching Thinking with Technology
• Designing Effective Projects
• Assessing Projects
• Online and Collaborative
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Teaching Thinking with Technology
Three Online Thinking Tools–Visual Ranking
–Seeing Reason
–Showing Evidence
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Visual Ranking
• Ranking – decision making
• Can show reasoning
• Can see ranking of other students
• Can rank from different perspectives
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Rank reasons for teachers to use ICT
from most important to least important:
• Use ICT to prepare lesson notes, worksheets and test papers
• Use ICT to teach ICT skills to learners• Use ICT to stimulate thinking in the classroom• Allow learners to use ICT to search for
information and produce documents• Use ICT for inter-classroom collaboration• Use ICT for personal professional growth
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Seeing Reason
• Cause and effect mapping
• Not mind-mapping (like Inspiration)
• Communicates understanding
• Iterations are kept to track thinking
• Reports can summarise map in words
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Showing Evidence
• Constructing well reasoned argument
• Defend argument with credible evidence
• Learners have to evaluate evidence– For credibility etc– For how well it supports or refutes argument
• Learners can create own evidence
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Designing Effective Projects
• How to promote higher order thinking
• How questioning underpins learning goals
• Ideas for ongoing assessment in PBL
• Wide range of sample projects
• Keeping projects:
Engaging, Compelling and Real
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Going Forward• Restructuring of Teach to the Future • Include Teaching Thinking with
Technology • Continued endorsement by SACE • Uptake by more Higher Ed institutions • Intel Corporation – end of 3yr contract• HEDCOM to request provinces to
implement according to E-education white paper
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Thank you
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Contact Details
Janet Thomson [email protected]
Rabia Awasi [email protected]
www.school.za – SchoolNet SA
http://www.intel.co.za/education - SA Intel site
http://teach.schoolnet.org.za – SA project site
http://www.intel.com/education - USA website