John,
I may add, your point on avoiding “pilotosis” is actually one of the key lessons highlighted in the book.
Edith
From: kictanet [mailto:kictanet-bounces+eadera=idrc.ca@lists.kictanet.or.ke] On Behalf Of Edith Adera
Sent: May 31, 2013 3:13 PM
To: Edith Adera
Cc: KICTAnet - Media Editors Forum; KICTAnet ICT Policy Discussions
Subject: Re: [kictanet] 6, 000 primary schools picked for free laptop project
John,
Project in Uganda – you can get more details from the national curriculum development centre (NCDC, Uganda) – project CurriculumNet.
There’re lots of lessons to learn e.g. a book we published summarizing lessons on schoolnetworking from 9 African countries entitled “Networking Institutions of Learning - SchoolNet” may be instructive. You can get a copy at http://web.idrc.ca/openebooks/008-x/, while covering the early-to-mid 2000s, it demonstrates the early lessons of pioneers in school networking in Africa. More work has been done by others e.g. ROCARE who have examined more African countries at all levels of education.
Our entry point must be to enhance educational outcomes! So both content and skill is important – the content should largely follow the Kenyan educational curriculum and objectives (so it’s not just about picking any content though you can supplement). You cannot leave out the teachers, unfortunately, it has to be both teachers and students.
Last point, it’s important, perhaps, most important to learn from failures!
I rest my case.
Edith
From: John Matogo [mailto:jmatogo@strathmore.edu]
Sent: May 31, 2013 2:35 PM
To: Edith Adera
Cc: KICTAnet - Media Editors Forum; KICTAnet ICT Policy Discussions
Subject: Re: [kictanet] 6, 000 primary schools picked for free laptop project
Dear Edith.
Thanks for your email. Just some quick reaction to your email.
Kindly share more information about the project you run in Uganda. I also learning that Rwanda have a had a massive roll out of over 200k laptops in the past couple of years. Yes there are a number of failures just to mention a few Akasha 1 in India, Schoolnet project in Namibia...
My only reservation with your proposal is let us not focus on the teacher but on the children. There is already so much content available, let us not reinvent. Also we need to have in mind the goals of the education at the various stages for the children. This will help us focus on whether we concentrate on content (knowledge) or on skills.
Another point of caution is let us not get paralyzed by Pilotosis.. :-)
Best.
JM
On Fri, May 31, 2013 at 1:21 PM, Edith Adera <eadera@idrc.ca> wrote:
+1
From: Muchiri Nyaggah [mailto:muchiri@semacraft.com]
Sent: May 31, 2013 1:07 PM
To: Edith Adera
Cc: KICTAnet - Media Editors Forum; KICTAnet ICT Policy Discussions
Subject: RE: [kictanet] 6, 000 primary schools picked for free laptop project
True. They need to allow stakeholders to interogate the design of it before it goes too far...at the very least in the spirit of public participation enshrined in the constitution.
Muchiri
*************************
sent from my mobile device.On May 31, 2013 12:56 PM, "Edith Adera" <eadera@idrc.ca> wrote:
>
> Muchiri,
>
>
>
> You MUST get “pilots” right to achieve scale and sustainability. Pilots don’t mean that you do things “jua kali”
>
>
>
> Edith
>
>
>
> From: Muchiri Nyaggah [mailto:muchiri@semacraft.com]
> Sent: May 31, 2013 12:45 PM
>
> To: Edith Adera
> Cc: KICTAnet - Media Editors Forum; KICTAnet ICT Policy Discussions
> Subject: Re: [kictanet] 6, 000 primary schools picked for free laptop project
>
>
>
> I was under the impresion that this phase is a pilot in preparation for a more widescale roll-out later in the year or early next.
>
> That notwithstanding it would be great to hear what they are seeking to achieve with this and how it will inform the project's future.
>
> Muchiri
>
> *************************
> sent from my mobile device.
>
> On May 31, 2013 11:31 AM, "Edith Adera" <eadera@idrc.ca> wrote:
>
> Dear John,
>
>
>
> Interesting perspectives.
>
>
>
> I differ with your assertion that “There are many massive failures when deliberate efforts are made to incorporate the technology into the curriculum and/or modify the curriculum to incorporate the technology” – I funded a “technology integration program into the curriculum” in Uganda for 5 years (primary and secondary school levels) – that’s actually the CORE of what creates the transformation!
>
>
>
> The trick is to work with the curriculum development agency (in our case KIE – not sure what they have done to-date?); work with subject matter specialists - teachers; instructional designers and digital developers and follow the legal/statutory curriculum approval processes to approve the “digital content” based on the national curriculum – this allows scaling up easily. It is NOT about typing the text books into digital format, but enriching them and making them multimedia to enhance student comprehension.
>
>
>
> Computers/laptops for the sake of laptops is not that transformative. You must have the right digital educational content to enhance teaching, learning and performance. Our scientific evidence showed improved performance of 30-50%!! In addition to many other benefits.
>
>
>
> Lastly, the entire model must be right, end-to-end (including safe eWaste disposal).
>
>
>
> Edith
>
>
>
>
>
> From: kictanet [mailto:kictanet-bounces+eadera=idrc.ca@lists.kictanet.or.ke] On Behalf Of John Matogo
> Sent: May 31, 2013 12:54 AM
> To: Edith Adera
> Cc: KICTAnet - Media Editors Forum; KICTAnet ICT Policy Discussions
> Subject: Re: [kictanet] 6, 000 primary schools picked for free laptop project
>
>
>
> Hi Walu et al.
>
>
>
> Interesting reading your perspectives on the laptop for class one pupils. I am attending the eLearning Africa 2013 conference and talking to a number of experts who have research on this topic and soliciting their thoughts on how to roll out the project, I am also following discussions on experiences from other developing countries on similar initiatives. Some of the things that I am realizing are the following:
>
>
>
> 1. Not every child needs to get a personal device. A number of devices could be provided to every school, possibly a lab type of environment or resource centre. Simple access/exposure to the technology to the students will have transformational results.
>
>
>
> 2. The choice of device(s) is also very important. A laptop or tablet choice has merits and demerits. More so a tablet maybe useful in the early stages class 1-3 but higher than this a device with a keyboard is necessary. Also electricity requirements of the devices could be a consideration. Readers are also useful but for a different purpose.
>
>
>
> 3. Minimal supervision of the students is an important catalyst. Therefore we may not have to focus so much on the teacher training aspect. If we do we will get stuck. The availability of the devices should not cause a planned disruption of the status quo (teaching methods of teachers) let it happen. The children will learn to use the technology and apply it to their learning when they see the opportunity presents itself. Similarly teachers will make use of the technology when they opportunity presents itself and when they become comfortable with the technology. There are many massive failures when deliberate efforts are made to incorporate the technology into the curriculum and/or modify the curriculum to incorporate the technology.
>
>
>
>
>
> I think it is a great thing that we have these discussions, I agree with the president, we must implement this promise. It is a big undertaking, but the results will transform our country.
>
>
>
> I encourage you to see this short video http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html that may give you food for thought.
>
>
>
> Regards.
>
>
>
> John Matogo
>
> On Thu, May 30, 2013 at 6:35 PM, Walubengo J <jwalu@yahoo.com> wrote:
>
> From: Edith Adera <eadera@idrc.ca> wrote
> >This list had a fairly extended discussion on this program some months ago – were these views consolidated and shared with the >Ministry? Grace? Walu? I think it should be done as a start.
>
> Edith I summarized most of this lists arguments on a public blog for any technocrat to read @
>
> http://www.nation.co.ke/blogs/A-sober-take-on-laptops-for-class-one-pupils/-/634/1851296/-/view/asBlogPost/-/lxh3tpz/-/index.html
>
> But perhaps they are too busy to read blogs. Perhaps the ICT Cabinet Sec. might translate some of our divergent view into a formal government brief and share with his counterpart at the Ministry of education. Thereafter we except to hear an improved approach on this matter.
>
> Personally I have been abit skeptical over the whole project but willing to make the best out of it in terms of ideas. But if we deliberately? start off on a wrong note one begins to wonder if the objective has already been hijacked by folks who want to "expense" some billions rather than "invest" the same.
>
>
>
> walu.
>
>
>
> ________________________________
>
> From: Edith Adera <eadera@idrc.ca>
> To: Walubengo J <jwalu@yahoo.com>
> Cc: KICTAnet ICT Policy Discussions <kictanet@lists.kictanet.or.ke>; KICTAnet - Media Editors Forum <mediaeditors@lists.kictanet.or.ke>
> Sent: Thursday, May 30, 2013 5:17 PM
> Subject: RE: [kictanet] 6,000 primary schools picked for free laptop project
>
>
>
> Walu,
>
>
>
> In addition to clear “marginalization”, I wonder to what extent there has been wide consultation to engage key stakeholders including those in the ICT industry who have rolled out computers in schools (e.g. computer for schools Kenya - CFSK; cyber schools for curriculum content etc etc) and to learn from the very many schoolnet programs in Kenya and Africa. For example, IDRC funded schoolnets in Africa (including in Kenya) for over 10 years, these lessons are well documented. E.g. an external evaluation of Computer’s for schools Kenya program of providing computers to schools is quite instructive and worth reading at http://idl-bnc.idrc.ca/dspace/bitstream/10625/43675/1/130237.pdf . A “how to do guide” was also developed, documenting the entire cycle from sourcing the computers to eWaste management with lessons learned incorporated in the guide book – I’m sure copies can be gladly availed by CFSK.
>
>
>
> Others have consolidated lessons about what works and what doesn’t across Africa (e.g. ROCARE network of researchers studying computer programs in schools and the impacts in Africa). We should learn not to reinvent, but draw on evidence!
>
>
>
> We don’t seem interested in getting the model right, but “ticking the political box” saying that “laptops have been delivered by 1st January 2014! Looking at the entire cycle from procurement, teacher/student training, curriculum content provision, ongoing technical maintenance to eWaste disposal et etc is very critical!
>
>
>
> This list had a fairly extended discussion on this program some months ago – were these views consolidated and shared with the Ministry? Grace? Walu? I think it should be done as a start.
>
>
>
> The Cabinet secretary should also be advised to hold a stakeholder’s forum to discuss experience and lessons so we have sustainable interventions!
>
>
>
> Edith
>
>
>
>
>
>
>
>
>
> From: kictanet [mailto:kictanet-bounces+eadera=idrc.ca@lists.kictanet.or.ke] On Behalf Of Walubengo J
> Sent: May 30, 2013 11:46 AM
> To: Edith Adera
> Cc: KICTAnet ICT Policy Discussions
> Subject: [kictanet] 6,000 primary schools picked for free laptop project
>
>
>
> Listers,
>
>
>
> This project seems to have just kicked off on the wrong tangent...was wondering how they would select WHICH primary schools would get the laptops and was shocked to read:
>
>
>
> >>
>
>
>
> He (Kaimenyi, Cabinet Sec. for Education) said the availability of electricity and nearness to the main grid was the basis used in deciding the schools selection criteria.
>
> In every three schools with electricity connection, the ministry has selected one school close to the mains grid and another one that is far away from the grid....
>
>
>
> >> adopted from http://www.standardmedia.co.ke/?articleID=2000084770&story_title=6-000-primary-schools-picked-for-free-laptop-project&pageNo=2
>
>
>
> Never mind that I thought these laptops would "solar-powered". But now it looks like if you are lucky to live near an electricity pole, your luck doubles as you get a bonus benefit of a laptop. If you happen to leave very far from one (think Pokot, Turkana, Tana River, Wajir, etc) your tough luck just got tougher. I cant think of a better way of "extending" rather than "bridging" the digital divide..
>
>
>
> walu.
>
> nb: Mutoro:-sounds like you guys are going to have a very busy year in courts :-)
>
>
>
>
>
>
>
>
>
>
> _______________________________________________
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> --
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>
> John Matogo
> Manager
> Incubation Centre, @iBizAfrica
> Strathmore University
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> The Kenya ICT Action Network (KICTANet) is a multi-stakeholder platform for people and institutions interested and involved in ICT policy and regulation. The network aims to act as a catalyst for reform in the ICT sector in support of the national aim of ICT enabled growth and development.
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The Kenya ICT Action Network (KICTANet) is a multi-stakeholder platform for people and institutions interested and involved in ICT policy and regulation. The network aims to act as a catalyst for reform in the ICT sector in support of the national aim of ICT enabled growth and development.
KICTANetiquette : Adhere to the same standards of acceptable behaviors online that you follow in real life: respect people's times and bandwidth, share knowledge, don't flame or abuse or personalize, respect privacy, do not spam, do not market your wares or qualifications.
--
Regards,
John Matogo
Manager
Incubation Centre, @iBizAfrica
Strathmore University
P.O. Box 59857-00200 Nairobi, KENYA
Tel: +254 070 303 4280 (direct line)
Personal Mobile:+254 722 813 533Twitter: @jmatogo
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