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Re: [learningfromeachother] Re: Talking Teachers

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  • Edward Cherlin
    ... You may find the reports on the impact of One Laptop Per Child XO computers in Ethiopia and elsewhere useful for comparison.
    Message 1 of 5 , Jul 29, 2008
      On Mon, Jul 28, 2008 at 7:06 AM, Dan Otedo <dotedo@...> wrote:
      > Pam,
      > Thanks a lot for the wonderful insights. i have been unable to open
      > http://d4tel. blogspot. com/. I get response about the site being not
      > valid. Please check it out once again for me.

      You may find the reports on the impact of One Laptop Per Child XO
      computers in Ethiopia and elsewhere useful for comparison.


      > The background information on TT content and delivery is very elaborate; I
      > feel it is more like the backbone of the project. At the moment we are using
      > the Microsoft Digital Literacy curriculum, Microsoft being the sponsors
      > under the Partners in Learning initiative. However I want to take the risk
      > and have the teacher trainers and the beneficiaries to have something
      > different to compare with. This means that the program overlaps with the TT
      > inasmuch as my interest is computer literacy/media education of teachers is
      > concerned.
      > My interest is also rejuvenated by your TT- Hands on Computer, especially
      > the familiarity component which is lacking in the M/S Digital Literacy
      > Curriculum say not NC3 .I will definitely have a better perspective once o
      > get the PowerPoint document about it. I will definitely be involved in
      > establishing or sensitizing the beneficiaries to join online communities of
      > learning for information sharing and professional advancement. I also
      > appreciate the waves of software innovations, e.g. Many MultiPointâ„¢ Mouse
      > Thin Client that is making computing more affordable.
      > Inasmuch as I have already set up a work plan, this is a program that I am
      > developing learning and implementing, so it is not cast in stone to disallow
      > pragmatic inputs from you Pam .My intention is to have teachers be active
      > users of computers. I dread OLPC without first thinking of One Laptop per
      > Teacher (OLPT) which would easily lead to a network where teachers sharing
      > experiences in an open professional way. There is a lot of synergy sharing
      > given that the 30 TOT's we are training will pitch camp at the at the
      > grassroot level during the November-December school holidays .Each will
      > target 40 teachers every school holiday for the next one year. The
      > evaluation process thereafter, will determine the way forward for the
      > project.
      > The pupils of this generation are way ahead of teachers in handling
      > info-gadgets. Teachers in Kenya have blamed mobile phones as a contributing
      > factor in the recent wave of strikes in schools. The minister of education
      > did impose a blanket ban on the usage of mobile phones in school, whereas in
      > South Africa, Mobile phones are being used for educational purposes
      > www.mlearner.co.za .
      > The truth of the matter is that teachers increasingly feel inadequate and
      > left behind by students with regard to information technology. Sometime back
      > in January, you mentioned the vices that go with computer Games, Gambling
      > and Girls. It reminded me of a scenario in the school I was teaching where
      > at teacher on duty got some students watching a pornographic DVD the kids
      > had copied in the hard drive. He arraigned them before the principal, but
      > alas, both of them being computer illiterate had no evidence even as it was
      > all there before them! .After thorough canning and suspension( the students
      > did not admit. leave alone their youthful instructor(not a professional
      > teacher himself) who feared losing his job.
      > Dan Andrew Otedo (B.ed.Arts )
      > Administrator,
      > Suba Youth Resource Centre(SYRC)
      > P.O.box 18 Mbita Code 40305
      > Kenya
      > +254720366094
      > --- On Sun, 7/27/08, Pamela McLean <pam54321@...> wrote:
      > From: Pamela McLean <pam54321@...>
      > Subject: TT ToT - Teachers Talking Training of Trainers.
      > To: learningfromeachother@yahoogroups.com, "Dan Otedo" <dotedo@...>,
      > "Mendenyo Men-denyo" <mendenyo@yahoogroups.com>, ibeazley@...
      > Date: Sunday, July 27, 2008, 10:27 AM
      > Dan
      > Ref my previous email saying "I will write more about the TT programme in a
      > separate email which I will call TT ToT - Teachers Talking Training of
      > Trainers.
      > I believe it could have relevance to the work you are doing, setting up
      > TOT's training for teachers on Computer Literacy at the Kenya Institute of
      > Education."
      > You wrote "David Mutua. Am now temporarily based in Nairobi, setting up
      > training of TOT's training for teachers on Computer Literacy at the Kenya
      > Institute of Education, so the teachers programme is very much on schedule."
      > I understand form this that your programme has some overlap with the TT
      > Kenya programme which David and I did for COL last year, so I will simply
      > give you more details of TT based on that assumption. (If my assumption is
      > wrong and there is not yet any overlap then I apologise for any confusion,
      > and ask that we do explore overlap later). When David was in UK recently for
      > PCF5 he asked me to write up TT details for him to pass on. I am thinking
      > that perhaps it was you he had in mind.
      > ~ TT (Teachers Talking) content and delivery
      > You can get some background information on TT content and delivery here
      > http://d4tel.blogspot.com/. Let me know if you have difficulty downloading
      > this link (which is a slide show) and I will send the information to you in
      > some other way. I have also given additional background at the end of this
      > email, but want to move first to the main parts of TT and how they might
      > relate to a course for trainers and your interests.
      > ~ Essential elements of TT
      > There are three elements of TT - Hands-on Computers, TT-Online and the
      > No-Computer Computer Course (NC3) which I will outline below.
      >>Hands-on Computers.
      > This is the practical training that teachers need if they are to speak with
      > confidence about computer use from first hand experience. If they are going
      > to have continued access to computers then obviously they need to become
      > competent. However if they are not going to have access to computers after
      > the TT course then they only need familiarity, not competence, so that is
      > all we aim for on the initial course. On the initial TT course we work on
      > the assumption that some or all of the teachers who are participating will
      > be seeing/using a computer for the first time. We build in some parallel
      > practical activities so that participants who do have previous knowledge can
      > also use their Hands-On Computers time usefully.
      > I imagine you already have your own ideas for hands-on training based on the
      > work you have done elsewhere. But If any resources we use would be of
      > interest I would be happy to share them with you.
      > This is the online aspect of computer use with specific relevance to
      > teachers (such as participating in online communities of learning, using the
      > Internet for information and professional development, elearning for pupils
      > and teachers, benefits of ICT for community learning and development). In
      > designing the course I recognise that most of the TT participants will not
      > have regular online access after the course. However it seems important
      > that TT-Online gives participants this first hand experience, so they can
      > have a vision for online educational opportunities and describe these
      > opportunities accurately to others. TT-Online is also part of looking
      > forward and preparing participants for some future time when they may be
      > able to visit a cyber cafe, or when the ICT infrastucture will bring online
      > access closer to them.
      > Course participants are enthusiastic about TT-Online, especially the way
      > that they become included in online communities.
      >> Additional community benefits of TT-Online for the development of
      >> e-learning and ICT for education and development
      > As I see it one of the incidental, but important, benefits of TT-online is
      > that teachers start to learn about elearning, and other kinds of ODL (Open
      > and Distance learning) and self directed learning. If ICT is to have
      > benefits for education and development we need as many people as possible to
      > understand these things and be involved. This is one reason why I am happy
      > to see you are working at an Institute of Education. I hope they will be
      > interested in more than just the ICT content i.e. concerned with effective
      > strategies for teaching and learning as well.
      > I feel that we need people in the schools and communities who have learned
      > the new attitudes to learning and teaching that are essential for the
      > successful uptake of ICT for education and development. Basic office skills
      > like word processing can be a useful starting point, but teachers and
      > trainers need to know there is so much more to ICT in education and
      > development.
      > By the way, I have a lovely example from TT-Online where, many months after
      > a TT course, I was sent an email from a course participant via an
      > infomediary (information intermediary) . The participant was experimenting
      > with planting ginger. She wanted information from the Internet before
      > harvest time to help her make the most of her crop. She said that if her
      > experiment was successful then she would share the information with her
      > community. I believe this kind of awareness raising that comes through
      > TT-Online could be very beneficial in the uptake of ICT in rural areas and
      > other underserved communities.
      >> The No-Computer Computer Course (NC3)
      > This is the part of the course where teachers learn how to teach about
      > computers in poorly resourced rural schools by building from what is known
      > to what is unknown. The course is very participative and includes group
      > activities, games and role playing. The only resources that I use are
      > resources that the teachers will already have in their schools (e.g. people,
      > blackboard, pencils and paper) and a small collection of A4 sheets which we
      > photocopy during the course. We also explore how to make use of any digital
      > technology people may have, such as calculators or phones. The teachers use
      > the activities that we do during NC3 as the basis for their own lesson
      > planning. Pupils who do a successful NC3 course should develop an
      > understanding of what computers are and how they work. Ideally they will
      > feel interested and confident about having a go at using a computer should
      > the opportunity arise. They should also start to develop information
      > handling skills and strategies related to organising data and extracting
      > information.
      > ~ Relevance to ToT
      > Does TT have any relevance to your work with Training of Trainers?
      > I don't know how far advanced your work with trainers is. If it is already
      > up and running then I imagine you are already tackling the hands-on
      > computers aspect of ICT training, but I hope the addition of some elements
      > of TT-Online and the No-Computer Computer Course could be a useful addition.
      > So far on TT Kenya we have worked at the teacher level, but if we are to
      > spread the TT approach more widely then we need to train trainers, rather
      > than training teachers, so I would very much appreciate an opportunity to
      > work with you.
      > ~ TT design and development history
      > As you probably know from David, TT is a programme which has been under
      > development for many years (alongside other work). It builds on work done in
      > the UK (on computers in primary schools) work on the Internet (about
      > communities of learning, use of the Internet, etc) and work with teachers in
      > rural Nigeria. The informal work that I did on needs-assessment and informal
      > training was done with David while he was at Ago-Are. Through David I got to
      > know local teachers both as school teachers and in their wider community
      > roles. You will probably already have experience of David's networking
      > skills and interests in building firm foundations in the community so that
      > work will be strongly rooted and will be long-term. The first formal TT
      > course was presented at Fantsuam Foundation in 2004 at John Dada'a request
      > (I do TT for him during "working holidays", and am still continuing to
      > develop it there). David was working at Fantsuam when I presented the first
      > and second courses. When he went back to Kenya he got funding from COL to
      > launch TT Kenya with teachers in Kangundo district (which I presented pro
      > bono). I feel we have done sufficient proof of concept at grass-roots level
      > and should now be looking at ways to scale up by presenting a version of TT
      > designed for Trainers of Teachers. This feeling has been reinforced by what
      > I learned at the PCF5 conference that David and I attended in London
      > recently.
      > ~ TT and Training of Trainers in Kenya
      > At present I am the only person presenting the TT course - this is something
      > which needs changing. It was necessary during the initial phases of course
      > design and delivery. However now the content has been well tested I am more
      > concerned with training up local people to replace me so that the course
      > becomes easily replicable. Recent course development work at Fantsuam has
      > been focusing on how to reduce my face-to-face involvement, to increase
      > local input, and to explore more e-learning elements.
      > So far in Kenya we have tested the course content to see if it would be
      > equally useful in Kenya. Feedback from David and the course participants
      > indicates the course is appropriate. I would like to explore with you if any
      > of TT would be relevant for your work at the Institute of Education. If so,
      > I would like to explore an adaptation of TT as a training course for
      > trainers. I hope this information is helpful, along with the information you
      > are getting from David on the organisational practicalities, and the
      > response from teachers and other stakeholders so far.
      > Pam

      Edward Cherlin
      End Poverty at a Profit by teaching children business
      "The best way to predict the future is to invent it."--Alan Kay
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