IMPACT, Spring 2011

https://scholarworks.sjsu.edu/impact/1007/thumbnail.jp

Students’ perceptions towards technology (PATT): A professional development tool for technology teachers.

In the context of the design and implementation of professional development for technology teachers, a PATT instrument was administered to students in an attempt to develop an understanding of their dispositions toward technology, and so inform, through professional development, technology teachersʼ implementation of technology in Malawi. The PATT questionnaire was completed by 358 form 3 (year 11) students (191 males and 167 females) from three secondary schools who gave informed consent. The questionnaire was categorised into three parts: the attributes of the students, an attitudinal scale and a concept scale. All data were analysed using SPSS and only descriptive statistics were used during discussions with teachers in each of the schools. Using the PATT survey results during the professional development program helped the teachers to recognise technology as a very broad learning area as shown by a cross range of concepts covered in the PATT instrument. It also helped the teachers to understand studentsʼ views about technology and the need to develop appropriate technology programmes and pedagogy for both boys and girls to reinforce their confidence. The teachers all considered discussing PATT results as insightful since the studentsʼ views highlighted the need for developing learning materials, tools and pedagogical approaches that take into consideration the studentsʼ own world and knowledge of technology

Using ODL and ICT to develop the skills of the unreached: a contribution to the ADEA triennial of the Working Group on Distance Education and Open Learning

Innovation in technology is occurring at rapid pace thus shrinking the distances and making information and knowledge more than ever accessible to everyone irrespective of where the person resides. This paper consists of four main articles. The first one deals with technological trends. The second one focuses on the deployment and use of open and distance education mode in rural areas by documenting initiatives that embrace information and communication technologies (ICTs). Due to challenges faced in rural areas only a few success stories/cases currently exist and some of these are cited in this article. The challenges faced in the deployment of ICT enhanced ODL have been highlighted as well as the potential of developing and delivering effective and relevant ODL programmes in rural areas in order to ensure that issues of educational equity and social exclusion rural communities are adequately addressed. ICTs in ODL are perhaps the greatest tool to date for self-education and value addition to any community’s development efforts, yet poor rural communities particularly in Africa do not have the necessary awareness, skills or facilities to enable themselves to develop using ICTs. Inadequate ICT infrastructures in rural areas remain a major source for the digital divide in Africa and for under-performance of distance learners. The third one analyses the support provided to ODL learners who often encounter difficulties in completing their studies through the distance education mode due to loneliness, uncertainties and de-motivation. ICT has not been able to sufficiently support distance learners in overcoming those obstacles efficiently. An investigation regarding those learning supports has been conducted in ten distance learning institutions, along with an intensive literature review with the aim of understanding the high percentage of dropout rates of distant learners. The learners’ interactions have been scrutinized through content analysis of their synchronous exchanges, during a completely online course. After taking into account the limited technical and human resources in Africa, a technological virtual environment along with a pedagogical framework has been proposed with the aim of giving adequate educational support to them. The fourth article has explored The Open University (UK) and its efforts to use new technologies to deliver online courses to difficult-to- reach learners in prison environments. The case study analysed here is an international course (called, B201- Business Organisations and their environments) which also touches an African cohort of learners. The implications for designing and delivering online ODL to the complex unreachable environments of prisons anywhere, and particularly in Africa, have been discussed