The use of computer based instructions to enhance Rwandan Secondary School Teachers’ ICT competency and continuous professional development

This study intended to investigate into the extent to which computers and Internet that are being availed to schools in Rwanda can be used to enhance teachers’ ICT competency and continuous professional development. In order to attain this ultimate aim, researchers undertook a Problem Solving and Theory Testing Research Design. Such a design enabled researchers to demonstrate how teachers can use computers and Internet resources to address the problems of lack of textbooks, access to updated and wide range of educational resources. These issues were highlighted in a prior field survey carried out by researchers in selected secondary schools. The theory tested is the social constructivism that values communities of practice, collaboration and learners’ activities. In total, 13 teachers of Groupe Scolaire "Marie-Reine", Rwaza were voluntarily taken to a one month intensive training on the effective use of Internet as an educational source of information. The training took place in the school computer lab for a period of one month. The Computer Based Instruction combined individualized learning, group learning, peer and researchers’ support strategies. Data were collected using observation forms, collection of correspondences and focus group discussion. These data were analyzed both qualitatively and quantitatively. The overall findings lead to conclude that the effective use of computers and Internet in schools increases teachers’ skills and abilities to teach. Indeed, this study enables underline the role of continuous professional development in order to fulfill of the 21st century’s educational imperatives in terms of teachers’ competency, learners’ expectations and societal needs.Cette étude avait pour but de s’enquerir à quel point les ordinateurs et l’ Internet qui sont déjà présents dans les écoles au Rwanda peuvent être utilisé en vue de renforcer les compétences des enseignants et leur formation professionnelle continue. En vue d’attendre cette visée, les chercheurs ont emprunté l'approche Solution-Problème et Vérification de Théorie. Cette approche leur a permis de démontrer combien les enseignants peuvent utiliser des ordinateurs et des ressources d’Internet pour adresser les problèmes de manque de manuels et d’accès à de large sources d’ informations actualisées. Ces problèmes avaient été évoqués lors d’ une enquête préalable menée sur terrain par les chercheurs eux-mêmes dans les écoles secondaires échantillonnées. La théorie testée est celle connue sous le nom de socioconstructivisme qui est fondée sur les principes tels que la communauté d’apprentissage, la collaboration et l’activité de l'apprenant. L'en somme, 13 enseignants du Groupe Scolaire 'Marie-Reine', Rwaza ont été volontairement soumis à une formation intensive d’un mois sur l'utilisation efficace de l'Internet comme source d'informations éducatives. La formation fût conduit dans le laboratoire informatique de ladite école. Comme approche méthodologique, la formation a combiné l'apprentissage individualisé, l'apprentissage de groupe, l’apprentissage par pair et l’assistance de la part des chercheurs. Les données ont été recueillies en utilisant des formulaires d'observation, la collection de correspondances et la discussion en groupe. Ces données ont été analysées tant qualitativement que quantitativement. Les résultats ont mené à conclure que l'utilisation efficace des ordinateurs et l'Internet dans les écoles accroit les compétences et les habiletés des enseignants ainsi que leur capacités d'enseigner. En outre, ces resultats ont conduit à souligner l’importance de la formation professionnelle continue en vue de répondre valablement aux impératifs éducatifs du 21ème siècle du point de vue de la compétence des enseignants, les attentes des apprenants et les demandes de la société.Key words: Computer Based Instruction (CBI), Information and Communication Technology (ICT), Continuous Professional Development (CPD), Collaborative Learning (CL), Asynchronous and Synchronous Communicatio

DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF GRAMMAR COURSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

Taking further action to the ubiquitous previous researches about the importance and advantages of Information and Communication Technology (ICT) employment in education, the researchers were motivated to conduct a research about designing ICT competences-integrated syllabuses of Grammar courses for English Language Education Study Program (ELESP). This research employed Design and Development Research (DDR) adapting Cunningham’s concept (Gall, Gall, & Borg, 2003), and produced a set of ICT competences-integrated syllabuses of grammar courses for ELESP which consisted of basic, intermediate and advanced level. To design the syllabuses, the researchers initially analyzed 15 grammar syllabuses from eight different universities for their accommodation of ICT competences. The analysis revealed that the ICT employment in the existing syllabuses were scarce yet dominated with merely use for Technology Literacy that dominantly presented in the components of Assessments, Learning Media, and/or Learning methods. These findings showed that the existing syllabuses did not sufficiently employ ICT, neither purposely and systematically improve students’ ICT competences. To fill these gaps, the proposed syllabuses were systematically used ICT to enhance students’ ICT competences. Furthermore, the ICT integration in the designed syllabuses spread over most of the syllabus’ components which not only meant for Technology Literacy but also for Knowledge Deepening and Knowledge Creation. Keywords: ICT Competence, Grammar, Syllabus Design, ELESP, ICT UNESCO Framework

The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model and the Teacher Beliefs and Intentions questionnaire using a pre–post test-design. The results amongst 33 participants who completed both pre- and post-test indicate that TPACK skills increased substantially. Over time academics were less convinced about the merits of knowledge transmission. Disciplines and institutional cultures, time investment and beliefs towards employability influenced training retention

Pre-service teachers’ perceptions and experiences: Courses based on the active learning model and environment

An active learning environment is a technology-enriched and interactive physical space convenient for applying cooperative, active and engaged learning. It allows focus on engaging experiences for students and faculty. This study investigated pre-service teachers’ perceptions and experiences in courses in an active learning environment. Eighty pre-service teachers participated in two separate courses designed according to active learning strategies in an active learning classroom. Findings indicated that participants’ perceptions about the courses were positive for cognitive awareness, respectability, individual responsibility, cooperation and active participation. Further, their perceptions and experiences regarding the active learning model and environment were positive. Participants also expressed their views about using an active environment in the learning process and instructors conducting courses in these environments

Teachers’ Beliefs in Integrating Digital Literacy in EFL Classroom: Decomposed Theory of Planned Behavior Perspectives

The need for integrating digital technology into learning instructions has been acknowledge as a most prominent aspect in 21st Century learning. With emerging technology rising in prevalence, a digital consciousness to select and manage digital resources safely, appropriately, and efficiently for digital learning instruction is crucial. This present study is intended to explore teachers’ beliefs in the integration of digital literacy in EFL classroom using Decomposed Theory of Planned Behavior (DTPB) perspectives. The study was a qualitative study by means of case study research design to obtain a reliable understanding of the phenomenon. The data were collected using semi-structured interview, open-ended survey, and documentation. The data were retrieved from the purposively chosen informants based on the familiarity with digital technology. The results indicate relatively high levels of integration and consistent beliefs about the advantages, support from the environment, and the technology availability to integrate digital literacy into teaching learning activities. Recommendations are suggested to advance schools equipment to mediate the better support in constructing technology-enhanced classroom for teachers

Impact of integrating Technological, Pedagogical and Content Knowledge on teaching in Rwanda TVET Sector: A Case of Integrated Polytechnic Regional Colleges.

This study, which was conducted in the Rwanda Polytechnic, had a purpose of assessing the impact of TPACK training on teaching performance of TVET tutors in Rwanda Integrated Polytechnic Regional Colleges (IPRCs). The study used the experimental design to determine whether the acquisition of Technological Pedagogical and Content Knowledge (TPACK) can influence the teaching and assessment in TVET sector, at IPRCs level. The non-probability sampling technique was used. The findings revealed that TVET tutors in Rwanda were equipped with enough Technological Knowledge. This was concluded referring to the results that showed there was no significant difference between pre-test and post-test results for both treatment and control groups. They are also equipped with Content Knowledge. Pre-test and post test findings in Table 4.2 showed that 85.3% and 89.8% of the respondents agreed and strongly agreed with the statements testing their CK level. They also revealed that the trained academic staff (treatment group) improved their Pedagogical Knowledge where this was witnessed by the results showing that only 53% of the respondents were equipped with PK before training. In the end, the figures increased and it was found out that 74.9% of trained respondents were equipped with PK after training. It is recommended that the Government of Rwanda should establish a pre-service institute dedicated to the training of trainers who would teach in Technical and Vocational Education and Training schools at all Rwanda Education Qualification Framework levels. Keywords: TPACK, TVET, IPRCs, Tutor’s performance

The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe

Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University

Child Rights, Classroom and School Management : Change Projects from the International Training Programme Batch 13 - 2010b

In 2003 Lund University Commissioned Education was given the task, after publictender, to create and administrate a programme on “Child Rights, Classroom andSchool Management” following the provisions and principles contained in the UNConvention on the Rights of the Child (CRC), Sida’s development policy on Education and other internationally ratified instruments in the areas of child rights and education. The programme was oriented to target persons holding a position from where they could initiate processes of change in their home countries. During the years 2003-2009 the International Training Programme (ITP) on Child Rights, Classroom and School Management was arranged 11 times with 330 participants completing it. Most of them are still working for child rights in their countries and have formed national and regional networks. In 2010 Lund University Commissioned Education won the contract in a new procurement for arranging the programme twice a year 2010 - 2012 with an option for another two years. In 2010 the 12th and 13th batch started the redesigned programme and this book is one of the results of batch 13