Introducing ICT into schools in Rwanda: Educational challenges and opportunities

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.     

Technology and education: ICT in Ugandan secondary schools

Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists between developed and developing countries in terms of both physical resources and the capabilities of teachers to effectively utilize limited ICT resources. A very real challenge for schools is to acquire and effectively utilize ICT given the reality of an environment of scarce and limited resources. This study examines ICT infrastructure and use in 11 secondary schools in Mukono, Uganda using qualitative case study methods including an ICT infrastructure assessment, observations, and interviews. Stratified random sampling was used to identify 7 schools initially; 4 additional schools were also purposefully sampled based on their high levels of ICT. Findings indicate that despite limited resources, schools are investing heavily into ICT. Researchers found that teacher ICT usage at school could be grouped into three categories: administrative (86%), entertainment (45%) and pedagogical (45%). Administrators at some schools reported using ICT primarily to attract students and increase revenue. Implications of this study will assist school administrators to make informed decisions concerning further investment in ICT, efficient use of limited technology resources, and improvement of educational opportunities for students.     

Effective integration of ICT in Singapore schools: pedagogical and policy implications

This paper examines and analyses where and how information and communication technologies (ICT) are integrated in Singapore schools to engage students in higher-order thinking activities. Taking the activity system as a unit of analysis, the study documents the actual processes and sociocultural elements that engage students in higher-order thinking. By employing methods such as observations, focus group discussions with students, and face-to-face interviews with teachers, ICT-coordinators and principals, an account of how the activity systems within and between classrooms, and the schools are generated. Based on the analysis of the data from 10 schools, issues in the learning environment are discussed: Necessary (classroom management and orienting activities) and sufficient conditions (scaffolding activities and supporting school policies) for effective ICT integration in the classroom. The account also highlights the constraints of time and lack of knowledge and experience in the contexts that the teachers are working under, and how these constraints are addressed by supporting school policies in the larger sociocultural setting of the school. This account provides a sample of pedagogical and sociocultural issues that are discussed over the course and at the end of the project. Like a good guidebook, the study sensitizes the audience to what is likely to happen given a particular objective, constraint, or design.     

ICT reform initiatives in Singapore schools: a complexity theory perspective

The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed.     

ICT tools in environmental education: reviewing two newcomers to schools

United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.     

The impact of ICT initiatives in Scottish schools: cultural issues

At the beginning of a series of ICT initiatives in Scottish schools by the Scottish Executive and again, two years later, a survey of teachers and pupils provided evidence of the impact that these strategic investments had made on the classroom. The findings indicate that while there are innovative and enthusiastic teachers taking advantage of the opportunities afforded, a number of practical and cultural obstacles remained. While practical shortcomings, such as access to suitable hardware and software, might be fairly readily overcome if the financial will were there, the culture and practices of the school may prove more stubborn. The focus in this paper is on the views, hopes and expectations of the primary and secondary teachers who participated in the surveys and how they will influence the implementation of the ICT initiatives.

Au commencement d'une série d'initiatives de recherche sur l'utilisation de l'informatique dans les établissements scolaires écossais à l'initiative du ‘Scottish Executive‘, et, encore deux années plus tard, des sondages ont été réalisé au près des enseignants et des étudiants. Ces sondages ont montré l’impact que ces investissements financiers pour l’informatique ont fait dans les salles de classe. Les conclusions indiquent que bien qu'il y ait un nombre de professeurs innovateurs et enthousiastes qui profitent pleinement de ces chances, il reste pour certains autres des obstacles pratiques et culturels. Les obstacles pratiques, par exemple, l'accès à des logiciels et à des softwares appropriés, pourraient être assez facilement surmontés si des financements étaient disponibles. Par contre, les obstacles culturels et les détails pratiques dans certaines écoles pourraient être plus difficiles à surmonter. Cet article parle des opinions, des espoirs et des espérances des enseignants qui ont participé à ces sondages et de la façon dont ils influenceront la réalisation de ces initiatives par rapport à l'informatique.

Al principio de una serie de iniciativas de informática en escuelas escocesas por parte del gobierno autonómico escocés y una vez más, dos años después, una encuesta de maestros y alumnos proporcionó evidencia del impacto que estas inversiones estratégicas habían producido en el aula escolar. Los resultados indican que mientras los maestros más innovadores y entusiastas sacan provecho de las oportunidades ofrecidas, aún existen un número de obstáculos prácticos y culturales. Mientras que los problemas prácticos, tales como el acceso a software y hardware adecuados, pueden solucionarse en cierto modo con la ayuda económica adecuada, los aspectos culturales y prácticos de las escuelas pueden resultar más difíciles de solucionar. El enfoque de este ensayo está en las opiniones, esperanzas y expectativas de los profesores de primaria y secundaria que participaron en las encuestas, y en cómo van a influenciar la puesta en práctica de estas iniciativas informáticas.

Am Anfang einer Reihe von ICT Initiativen in schottischen Schulen durch die Scottish Executive (Scottische Regierung) und noch einmal 2 Jahre später erbrachten Untersuchungen von Lehern und Schülern den Nachweis der Bedeutung, die diese strategischen Investitionen in den Klassenräumen gemacht hatten. Die Ergebnisse zeigen, dass trotz innovativer und enthusiastischer Pädagogen, die die bereitgestellten Möglichkeiten vorteilhaft nutzten, eine Anzal von praktischen und kulturellen Hindernissen bestehen blieb. Während praktische Unzulänglichkeiten, wie die Bereitstellung geeigneter hard‐und software, relativ schnell überwunden werden können, wenn der finanzielle Wille vorhanden ist, erwiesen sich kulturelle Hindernisse und die Schulpraxis an sich als schwieriger zu verändern. Der Fokus dieses Papiers liegt auf den Ansichten, Hoffnungen und Ertwartungen der Primarstufen‐ und Sekundarstufenlehrer, die an den Untersuchungen teilnahmen und wie diese die Implementierung der ICT Initiativen beeinflussen.     

ICT in European schools: emerging issues from the ValNet project

ABSTRACT

Investigations of aspects of differentiation in primary and secondary schools showed that even teachers believed to be ‘good differentiators' have difficulties in allocating tasks to pupils which are appropriate to their attainment levels. Teachers identified a number of key needs to be met if they were to improve differentiation, in particular the need for detailed, manageable, accessible information on pupils' attainments. Among the needs of learners identified by pupils was a need for more information on their learning goals, problems and the means of their solution. A partnership model of assessment is described which has been developed by teachers to meet the needs of both teachers and pupils.     

企业实施弹性工作制的原因分析

弹性工作制通常指企业就工作时间、地点、形式的灵活性安排。在现代企业中,弹性工作制在不同程度上被实施,基于外部环境的驱动和企业内部对弹性的需求。管理者在实施时需要甄别企业的真实需求,寻找最适合该企业的做法。     

Context matters: primary schools and academies reform in England

There is little conclusive evidence linking academies reform in England with school improvement. While this reform has been effective in improving educational outcomes in some contexts, it has been resoundingly unsuccessful in others. Nevertheless, political faith in autonomous schooling as key to a world-class education remains strong. This paper considers how matters of context impact on approaches to and enactments of this policy. Drawing on case study data from two groups of primary schools from (1) a local authority and (2) an academy chain, the paper examines the particular situated, professional, material and external factors that impact on these schools’ capacities to cope with and respond to academies reform. In light of the continued tendency within policy for schools to be dematerialised, the paper argues the ongoing significance of greater attention to matters of context in understanding how schools are navigating the complex terrain of this reform.     

英国英格兰教育改革与学校信息技术教育

普及信息技术教育是英国实现整体教育改革和社会信息化的重大突破性综合举措。英格兰在建设信息化学习资源，提高信息技术教育的标准，促进教师信息素养的提高，推进ICT与课程整合等方面齐头并进，在改革的曲折与理念冲突中，教育理论与实践得到创新发展，社会向信息化的转型逐步实现。英格兰的学校信息技术教育进程反映其新世纪教育改革的重要特点。     

Publishing School Examination Results in England: Incentives and consequences

Since 1992, the quality daily national press in England has published the examination results of secondary schools. In this paper, we discuss the policy context, the results that are published, how they are used by parents making preferences for secondary schools and the consequences of their publication. Overall, the publication of examination results has created a range of incentives for those in the education market place. These incentives serve to strengthen the position of certain categories of pupils on the one hand and certain types of schools on the other. The findings are discussed in the context of the Labour Government's focus on those at risk of social exclusion. Modified and additional indicators are proposed to mitigate the effects of the newly created quasi-market in education. 'League tables' are here to stay, for once information is in the public domain it cannot easily be suppressed.     

Assessment in special schools: national early assessment procedures and pupils attending special schools in England

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.     

Responding to students' needs in special schools in Ireland and England: findings from two schools

As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs.     

The Use of ICT in Education: a survey of schools in Europe

The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.     

A theoretical framework for the study of ICT in schools: a proposal

A sociocultural approach towards the study of Information and Communication Technologies (ICT) in education rejects the view that ICT can be studied in isolation; it must be studied within the broader context in which it is situated. The paper argues for a more holistic approach of studying ICT in schools by adopting a sociocultural perspective. It proposes a theoretical framework based on activity theory, with the activity system as a unit of analysis that is surrounded by different levels of ecological circles.     

Social pedagogy in schools: student teacher attitudes in England and Norway

This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two universities in Norway. A total of 542 student teachers participated in the study. The findings indicated that the ratings by student teachers in both countries of these problem areas fell broadly into four main groupings (in terms of the strength of feeling that the school should take the lead role): these concerned poor basic core attainment, disaffection, anti-social behaviour, and unhealthy lifestyles, respectively, except for one very important caveat: concerns regarding bullying received a high rating and were located in the first grouping. These findings are interpreted in the context of whether schools might be ready to adopt a social pedagogical approach to offering targeted support to pupils experiencing such problems and the implications this may have for inclusive education and initial teacher education.