Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program

This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education

Using tablets for e-assessment of project-based learning

Technology is confirmed to be an effective tool for assessment and feedback, in particular for computer-assisted assessment (Irons, 2008; Challis, 2005), producing feedback (Heinrich et al., 2009) and publishing feedback (Bloxham and Boyd, 2007; Denton, 2003; Denton et al., 2008). The arrival of affordable mobile devices has introduced a new means for enhancing the above practices (Fabian and MacLean, 2014; Plimmer and Mason, 2006; Salem, 2013). Student preferences to smart phones and tablet devices steer the technological innovation towards ubiquitous mobile connectivity. Inspired by the benefits of such life and study style, educators have started exploring the use of these technologies. Tablet computers prove to become their preferred choice as they resolve some of the limitations associated with the design, readability and comprehensiveness of the feedback for mobile devices with smaller screens (Strain-Seymour, 2013, Rootman-le Grange and Lutz, 2013). This paper reports how tablets and the Form Connext mobile app have been used for engaging a sample of 300 Business Studies students in in-class online assessment and designing and providing timely comprehensive feedback. The study has followed an action research strategy that is grounded on a continuous and dynamic process of reflection (Carr and Kemmis, 2003) on the effectiveness of assessment of student projects documented electronically through wikis and electronic portfolios. It refines the use of tablets for summative and formative assessment of the project-based learning tasks through three review cycles, each of which incorporated a Reflection and Improvements stage. The experience resulted in enhancement of assessment strategies and contribution to the development of contemporary models of learning through effective assessment and feedback (Carr and Kemmis, 2003). The results of the work confirm that tablet computers are an effective tool in assessing e-materials in larger classes for two primary reasons. Firstly, design of e-forms facilitates rigorous process of reflection and understanding assessment criteria that in turn benefit students when preparing for the assessment. Hence, legible and detailed feedback is produced anytime anywhere with synchronous updates within the marking team. Secondly, students benefit from immediate comprehensive feedback allowing them to reflect on and improve their understanding of subject matters, as well as to engage in discussing specific details of the work that are captured through the form. An unexpected outcome was the enhanced reputation and respect to the tutors amongst students, the triggering of student curiosity and enthusiasm in applying similar approach to their own work. The diffusion for the practice amongst other units and identifying other purposes for which the mobile app could be used are also seen as achievements exceeding the expectations of the project team

ESP, EMI and interculturality: How internationalised are university curricula in Catalonia?

This study analyses Internationalisation at Home (IaH) courses across a wide range of bachelor’s degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context. IaH courses selected for analysis included courses (i) on international topics, (ii) taught in English and focusing on content (English-medium Instruction, EMI) and (iii) focusing on language, i.e. English for Specific Purposes (ESP). Results point to a high presence of international content courses, especially in humanities and social sciences, followed by EMI courses, although quantitatively scarce and mainly found in engineering. ESP courses are the least present despite their potential to prepare students for EMI. Reasons that may account for this IaH picture are presented. All in all, it seems that current policies leave language and intercultural competence in the hands of content lecturers, who may not have explicit language and intercultural learning outcomes in mind while it appears that the potential role of ESP as an internationalisation driver may be neglected. This paper thus argues for giving visibility to ESP courses and lecturers in their role for the promotion of curricular internationalisation.Postprint (published version

Developing cross‐cultural communicative competence via computer‐assisted language learning: The case of pre‐service ESL/EFL teachers

Based on a qualitative research project, this article presents a view on the use of computer technology to develop a critical cross‐cultural communicative competence in English as a Second Language (ESL) / English as a Foreign Language (EFL) for pre‐service teachers. The article includes a brief critical theoretical framework, some classroom pedagogical implications, and a data‐based discussion of pre‐service teachers’ views. These views included: (1) critical views and an awareness of cultural power relations in computer‐assisted language learning (CALL), (2) uncritical views and a lack of awareness of cultural power relations in CALL, and (3) uses of metaphors in CALL. The powerful contribution of CALL can be found in its potential for providing ways to connect people and build communities, for offering opportunities for cross‐cultural communicative competence to be developed and used, and for improving processes of democratization via computer‐mediated communication. However, a socio‐cultural criticism revealed that this powerful tool, like any other media, is non‐neutral because it can serve to reinforce further the hegemonic aspects of education, that is, the dominant culture will be strengthened and protected via computer technology. Computer‐based technologies and software are increasingly incorporated into the curricula of ESLIEFL teacher education programmes. However, this integration is often done in ways that seem to leave unquestioned the potential cultural and hegemonic ramifications of such technology. Hence there is a need for a more critical technological competence