1. Symposium
Capacity building for 21st century
learning in secondary schools in
Africa: the case of ICT integration
ISATT Conference, 2 July 2013, Ghent, Belgium

2. Symposium
The demands of the 21st century dictate that learners should
be equipped with requisite skills to competently engage and
perform in the new information age. These skills commonly
referred to as 21st century skills include interalia; critical
thinking, problem solving, collaboration, creativity and
communication (Voogt & Pareja, 2012). When the learning
opportunities presented by ICT are well utilized, they have a
great potential to develop 21st century skills. In view of the
above, policy makers across the world expect ICT to be widely
deployed for teaching and learning in primary and secondary
schools (see e.g. Quality Education and Training for Vision
2030).

3. Symposium
However, a simple placement of hardware and/or software
will not make ICT integration naturally follow (Tearle, 2004).
One of the key failures of many past programs in Africa – and
the rest of the world - was that schools were provided with
equipment but with little or no support for teachers’
professional development, national and local ICT policies,
and/or community involvement.

4. Symposium
This symposium brings together researchers who are
evaluating ICT-integration in developing countries. The variety
of the studies addresses many of the current issues related to
the processes of and capacity building for ICT-integration. The
contributors to the symposium will be invited to focus on the
consequences of their study with respect to professional
development and policy making. This relation fits into the
conference theme “Excellence of teachers? Practice, policy,
research”. The discussion will focus on the challenges and
opportunities inherent in understanding how to prepare
schools in developing countries for capacity building in the
field of educational ICT use. The discussion will be moderated
by the discussant.

5. Symposium program
• Capacity building for ICT integration in secondary schools in Kenya: an
exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Chang Zhu
• Factors determining the pre-service and in-service teachers’ continuous use of
technology after participation in professional development
Ayoub Kafyulilo, Dar es Salaam University College of Education
Petra Fisser & Joke Voogt, University of Twente, Enschede, The Netherlands
• Pre-service teachers’ development of technology integration competencies:
insights from a mathematics-specific instructional technology course in Ghana
Douglas Agyei, University of Cape Coast, Cape Coast, Ghana
Joke Voogt, University of Twente, Enschede, The Netherlands
• Discussion
Petra Fisser, University of Twente, Enschede, The Netherlands

6. CAPACITY BUILDING FOR ICT INTEGRATION
ISATT - Ghent 2013
Jo Tondeur, Mike Bill, Maaike Smulders,
Don Krug & Chang Zhu
in Secondary Schools in Kenya: An Exploratory Case Study

7. INTRODUCTION
 21st century skills > ICT-integration in education
(Selwyn 2007; Voogt and Pareja 2012)
“ICT-integration should support teaching and learning in
the delivery of the various curricula to achieve improved
education outcomes, to develop diversified skills needed
for industrialization and a knowledge-based economy”
(Quality Education and Training for Vision, 2030, Kenya)
 A simple placement of hardware and software will not
support teachers and students using ICT within
educational settings. (Earle 2002)
 Capacity building for ICT-integration in Kenyan schools

8. “A few years ago, the emphasis in ICT in
education in Kenya has been on the
provision of computers to schools, …
after which it was left for individual schools
to figure out what to do with the
computers”
Kizito Makoba, ICT Integration Team member
INTRODUCTION (CON’T)

9. 1. Conceptualizing and creating capacity for the use, incorporation
and integration of ICT.
“What does it mean to create capacity for the use of ICT?”
2. Planning and Implementing a systems approach to integrate ICT
“What does the VVOB model, MOE model, 4inB model,
Ecologies of Learning approach and holistic approach look like?”
3. Examining and analyzing how to and why should ICT be
integrated within school cultures.
“What are the contextual forces, human and material factors and
relationships associated with ICT integration?”
CAPACITY BUILDING AND INTEGRATING ICT

10. CAPACITY BUILDING AND INTEGRATING ICT

11. Capacity Building and Integrating ICT
1. Digital Inquiry should include educators’ competencies and
confidence in using technologies or the knowledge and skills needed
to use ICT to improve learning, productivity, and performance (Becker,
2000; Wray, et al., 2000; Laferrière et al., 2001; Krug, 2002b, 2004; NEA, 2002).
2. Pedagogical practices should incorporate ICT to engage learners
in problem-posing, problem-solving, decision making and other 21st
Century Learning competencies through face-to-face and online
flexible, formal and informal learning spaces.
3. Teacher’s should strive to develop a philosophy that embraces
change and life-long-learning, and ability to not only know about, plan
and implement the use and incorporation of ICT practices toward
enhancing their own and student learning, but also to transparently
integrate ICT through the curriculum as a way of living and learning,
and generating new knowledge. This of course includes, but should
not limited to learning about core educational content.

12. CONTEXT: ICT INTEGRATION PROGRAMME VVOB

13. CONTEXT: ICT INTEGRATION PROGRAMME VVOB
ICT
Integration
Team
VVOB
ICT4E

14. THE HOLISTIC APPROACH
Policy level. School level. Classroom
level
Vision Expertise
Digital
Content
Infrastructure

15. Location of the 4 secondary schools

16. School 1 460 Students
20 Teachers
Performs above average

17. School 2
Located in Kiserian on the shores of Lake Baringo. Home
to the minority tribe called the Ilchamus (Njemps)
Location

18. 422 Students
15 Teachers

19. School 3
Started in 1978
Student population: 283, 16
teachers

20. School 4
Started in the year 2000
Built by the Munyu
community to
accommodate students
that could not get to other
secondary schools
Student population: 384 16
teachers

21. AIMS OF THE STUDY
How does the PD program support the participating schools’
capacity building for ICT integration in the curricula?
Today’s focus
Exploring critical domains in the process of capacity building
for ICT-integration in four secondary schools in Kenya:
Leadership I Cooperation and support I
Access to resources I Development of a shared vision

22. Longitudinal mixed method case study approach
February 2012 2012-2013
VVOB Pilot
May 2013
Study 1 Study 2*
Method
- Questionnaires administered to all teachers
- 4 Focus groups* with teachers, ICT-coördinators
and school leaders (pre & post)
- Observation of ICT facilities*;
- Observation of teaching practice
- Review of school documents including school
planning/policy documents
*Focus of the presentation

23. Component Exemplary questions
Vision building
To what degree does the school have a shared
vision on the place of ICT in the curriculum?
Does the school have an ICT policy plan?
Access to
resources
What kind of infrastructure can we find and
where? Future plans?
ICT-use
Which opportunities can ICT bring for education?
What are the most important obstacles?
Support (How) are teacher educators working together?
Leadership
Who’s involved in the process of ICT-planning?
What are their roles?
Instrument Focus group

24. Case Study results: ICT-infrastructure
•
School 1 School 2 School 3 School 4
Computer lab
(2CPUx10) + 8
desktops in
each class
Computer lab
with 16 desktops,
Computer lab
18pc’s
Computer lab
with 16 desktops
5 laptops
3 laptops, 1
tablet
3 laptops 4 laptops
3 projectors 2 projectors
2 projectors,
speakers
2 projectors
1 camera, 2
camcorders 1 video camera, 2
2 digital 1 video camera, 2

25. CASE STUDY RESULTS: ACCESS TO RESOURCES
Our decision to have a computer lab
Setup was mainly motivated by security
(T, S3)
To illustrate:
Computer lab S2

26. CASE STUDY RESULTS: ACCESS TO RESOURCES
Not enough laptops to have
equal access
Power breakdowns
“Unreliable electricity is a big
Obstacle to proper use of ICTs”
(teacher, S1)
Lack of space/too many students
“Lack of enough infrastructure and space is an obstacle to
good integration. Teachers have too many students in class
to use ICTs at an optimum level”
Lack of technicians for maintenance of the equipment

27. CASE STUDY RESULTS: ACTUAL ICT-USE
Use of ICT as an
information tool:
Presenting information
by teachers
“In our school it is also being used to show things that are not
familiar to the students such as icebergs” (T, S3)
Use of ICT as a supportive tool:
Preparing lessons, make lessons current, production and analysis
of exams, Timetabling; school management system-accounting, …

28. SURVEY RESULTS: USE OF ICT IN CLASS*
0 =not al all
1 = to a certain degree
2 = to a great degree
0
0,2
0,4
0,6
0,8
1
1,2
1,4
1,6
1,8
2
School 1 School 2 School 3 School 4
Learning tool LT_AU
Learning tool LT_PU
Actual use
Preferred use
* I teach my pupils to…
work together in order to perform an assignment by means of represent info
multimedially with ICT learn independently in an ICT supported environment, …
> gap between the actual and the preferred class use of ICT
> Educational potential of ICT seems to be acknowledged by teachers

29. CASESTUDY RESULTS: LEADERSHIP & COLLABORATION
 ICT integration team is leading the innovation process
 Support from the school leader is crucial
The principal played a crucial role and she leads by example in
that she integrates ICTs in her lessons
I have also observed better unity among my teachers. My
teachers are consulting and collaborating a lot more because
of the ICTs in school. This is very nice for me as a principal.

30. CASESTUDY RESULTS: ICT SCHOOL POLICY
Schools are developing policies….
But ICT-policies are not (yet) integrated in a school plan
Our policy seeks to empower all the school stakeholders and
give them responsibilities for ICT integration (BOG, S2).
The more we learn, the better we are
becoming at generating a vision for ICT-
integraton. (T, S1)

31.  Teachers are starting to use ICT to support their practice
and to bring reality to the classroom
 How to stimulate students’ use of ICT (given the number of
students/lack of space)?
> How to achieve 21st century skills through student centered
learning?
DISCUSSION & IMPLICATIONS

32.  Towards distributed leadership for capacity building
> Limitations of a centralised system
 Development of policies for ICT Integration need
experience of ICT Integration
 Implications for PD?
 Experience of possibilities with technology in schools (sandbox)
DISCUSSION & IMPLICATIONS

33. EXTRA: SCHOOL CHARACTERISTICS
No overall significant diffences between schools
1
1,5
2
2,5
3
3,5
4
4,5
5
School 1 School 2 School 3 School 4
teacher perceived need
for innov
teacher participative
decision making
school innovation
orientation
supportive leadership
Need for instructional
innovations
Teacher participation in
decision making
School innovation
orientation
Supportive leadership

34. Factors determining the pre-service and in-
service teachers’ continuous use of technology
after participation in professional development
Ayoub Kafyulilo,
Dar es salaam University College of Education,
Petra Fisser and Joke Voogt
University of Twente.
This paper was presented at ISATT conference held in Ghent,
Belgium from 1-5th July 2013

35. Introduction
 Efforts to introduce ICT in education in Tanzania started in
1997 when the first ICT syllabus was introduced in schools.
 Up to 2002, most of
the schools and
teacher training
colleges were
equipped with
technology tools such
as computers, radio
and TVs.

36. Introduction
 Although technology was available in schools since 1997, its
uses for teaching and learning was low.
 Teachers’ limited knowledge and skills of integrating technology
in teaching was one of the reason for low technology uptake
 A professional development
involving a workshop,
collaborative design in
teams, lesson
implementation and
reflection was introduced
from 2010 to 2012 among
pre-service and in-service
teachers

37. Introduction
 The focus of most professional development projects is on the
effects that continue some years after its termination (Harvey &
Hurworth, 2006).
 The current study was conducted to investigate whether or not,
teachers continued to use technology in teaching, after the end of
the professional development arrangement.

38. Conceptual model
 Building from literature, the following conceptual model was
developed and used in this study
A conceptual model for the determinants of the teachers’ continuous use of technology

39. Research questions
 Two research questions guided this study
 Are pre-service and in-service teachers who previously attended the
professional development program still using technology in science
and mathematics teaching?
 What are the professional development, personal, institutional, and
technological factors that affect the teachers’ continuous use of
technology in science and mathematics teaching?

40. Participants
 The participants in this study were:
 13 teachers who participated in the study in 2010 as pre-service
teachers
 29 in-service teachers from three secondary schools which are
presented anonymously as:
 School A, who participated in the study in spring 2011,
 School B and School C who participated in the study in spring
2012.
 Two data collection instruments were used: a questionnaire and
an interview.

41. Data analysis
 Means and standard deviations were computed to determine the extent
of the continuation of the use of technology in teaching.
 A regression analysis was conducted to establish the model of the
predictability of the continuous use technology in teaching.
 Qualitative data were transcribed and coded by using the codes
generated from the study’s theoretical framework (deductive coding)

42. Findings
 Teachers’ continuous use of technology in teaching after the
professional development arrangement was;
 High (M ≥ 4) for pre-service and school B teachers,
 Above average for school C teachers (M > 3.0), and
 Average for school A teachers (M ≈ 3.0) in a five point Likert scale.
 The regression models for the factors predicting the continuous
use of technology in teaching were developed for each factor

43. Professional development factors
 The regression analysis verified that;
 Approximately 16% of the variances were attributed to the
opportunity for continuous learning,
 22% were attributed to the teachers’ perceived value of the PD.
 The predictability increased to 23% when the perceived value of
PD and the opportunity for continuous learning were combined.
 The regression model for professional development factor was;
 Continuous use of technology predicted = Constant + 0.41 Value of the
PD

44. Personal factors
 The regression analysis verified that approximately;
 32.6% of the variances were attributed to knowledge and skills,
 4% were attributed to the teachers’ belief
 4% were attributed to time and
 8% to engagement.
 The predictability increased to 33.4% when engagement, and
knowledge and skills were combined.
 The regression model for personal factors was;
 Continuous use of technology predicted = 0.54 Knowledge and skills

45. Institutional factors
 The regression analysis verified that approximately
 28% of the variances were attributed to the access to technology.
 22% were attributed to the support offered by the school administration
 0% were attributed to the environment.
 The predictability increased to 33% when support and access
were combined.
 The regression model for the institutional factors was;
 Continuous use of technology predicted = Constant + 0.40 Access + 0.36
Support

46. Technological factors
 The regression analysis verified that approximately
 17% of the variances were attributed to the effectiveness of technology
in teaching, and
 44% were attributed to the ease of use of technology.
 When the effectiveness and ease of use were combined the
predictability of the continuous use of technology in teaching was
44%.
 The regression model for technological factors was;
 Continuous use of technology predicted = Constant + 0.71 Ease of use

47. Combined model of professional development, personal,
institutional and technological factors
 The regression analysis verified that approximately
 33% of the variances were attributed to knowledge and skills,
 28% to access,
 22% to support,
 22% to the perceived value of the professional development, and
 44% to the ease of use.
 48% when knowledge and skills were combined with access,
 51% when knowledge and skills, access and support were combined
 55% when the knowledge and skills, access and ease of use were
combined.

48. Combined model
 The regression analysis further verified that,
 The combination of the perceived value of PD, knowledge and skills,
access and ease of use, did not change the percentage of
predictability.
 Therefore a combined model of the factors determining the
teachers’ continuous use of technology in teaching was;
 Continuous use of technology predicted = 0.25 Knowledge and skills +
0.30 Access + 0.37 ease of use

49. Findings - interview
 Although in some schools there were computers, their use for teaching
was prohibited (availability vs. accessibility)
 Teachers who had support from their management were the most likely to
integrate technology in teaching
 Teachers differed on the perceived ease of use of technology.
 To some technology is easy to use,
 Others difficult during the design, and
 To few the ease of use depends on the type of technology
 Majority of teachers reported to have a good knowledge of technology,
but some of them had forgotten and needed a rehearsal before use

50. Conclusions and discussion
 From the model, the conditions for teachers’ continuous use of technology
in teaching are: knowledge and skills, accessibility and the ease of use.

51. Conclusions and discussion
 Although support was not a significant predictor, we consider it essential for
teachers’ continuous use of technology in teaching.
 From the findings, teachers who were supported by their management had
better implementation than those who were not supported.
 The model is based only on regression analysis. Future studies should
involve high level of analysis such as structural equation modelling.
 Future studies should identify the effectiveness of the professional
development when the conditions identified in this study are met.

52. Thanks for your attention
For any question please write to
kafyulilo@duce.ac.tz
p.h.g.fisser@utwente.nl
j.m.voogt@utwente.nl

53. Pedagogies for flexible learning supported by technology
Pre-service teachers’ development of technology integration
competencies: insights from a mathematics-specific
instructional technology course in Ghana
Video
Douglas Agyei, University of Cape Coast, Cape Coast, Ghana
Joke Voogt, University of Twente, Enschede, The Netherlands
2 July 2013

54. Pedagogies for flexible learning supported by technology
Capacity building for 21st century learning
in secondary schools in Africa:
The case of ICT integration
a discussion
Petra Fisser
2 July 2013

55. Looking back at this symposium
 This symposium brings together researchers who are evaluating ICT-
integration in developing countries
 The studies addressed many of the current issues related to the
processes of and capacity building for ICT-integration
 A focus on the challenges and opportunities inherent in understanding
how to prepare schools in developing countries for capacity building in
the field of educational ICT use

56. Starting point
 Knowledge and skills for technology integration
 Teachers often have inadequate (or inappropriate) experience with
using technology for teaching and learning
 They do not consider themselves sufficiently prepared to use
technology in the classroom
 They do not appreciate its value or relevance to teaching and learning

57. Starting point
 Acquiring a new knowledge base and skill set can be challenging,
particularly if it is a time-intensive activity that must fit into a busy
schedule
 Moreover, this knowledge is unlikely to be used unless teachers can use
the technology so that it is consistent with their existing pedagogical
beliefs
 Teachers have often been provided with inadequate training for this task
 Many approaches to teachers’ professional development offer a one
size-fits-all approach to technology integration when, in fact,
 Teachers operate in diverse contexts of teaching and learning

58. What to do?
 How can teachers integrate technology into their teaching?
 There is no “one best way” to integrate technology into curriculum
 Integration efforts should be designed for particular subject matter ideas
in specific classroom contexts
 At the heart of good teaching with technology are three core components:
content, pedagogy, and technology, plus the relationships among and
between them.

59. TPACK

60. Content or Subject matter
knowledge
•Knowledge of central facts,
concepts, theories &
procedures
•Explanatory frameworks
•Evidence for proof
Pedagogical knowledge
•Students’ prior knowledge
•How to use resources
•Classroom management
•Lesson plan development
& implementation
•Student evaluation
Technological (ICT) Knowledge
•Skills necessary to operate particular technologies
•The ability to learn and adapt to new technologies
•A functional understanding of technologies

61. Pedagogical Content Knowledge: How particular aspects of subject matter
are organized, adapted and represented for instruction
Technological Content
Knowledge:
How subject matter changes
because of ICT (or how ict
can support subject matter!)
Technological pedagogical
Knowledge:
How pedagogies change
because of ICT (or how ict can
support pedagogy)

63. TPACK
 TPACK goes beyond all three “core” components of
content, pedagogy, and technology
 Technological pedagogical content knowledge is an understanding that
emerges from interactions among content, pedagogy, and technology
knowledge

64. TPACK Core
 The combination of TPK, TCK and TPCK is the heart (or the core)
of the model (TPACK Core)

65. Professional development..
 Teachers need to develop fluency and cognitive flexibility not just in each
of the key domains (T, P, and C), but also in the manner in which these
domains and contextual parameters interrelate
 But how?

67. Model to prepare pre-service teachers for technology use
 Based on a synthesis of Qualitative Data
 Structured into two aggregation levels:
 key themes explicitly related to the preparation of pre-service teachers
at the micro level and
 Key themes about conditions necessary to implement such programs
at the institutional level.
 Two key themes were clustered together as overarching themes
 “Aligning theory and practice” and
 “Systematic and systemic change efforts”

69. general

70. Possible in the near future?
in theory AND in practice?