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Monitoring
And
Evaluation Tools
M&E from National to Local Level
M&
E Too
l s for SM
E-ICT P
roje
ct (20
11
-20
13
)
The United Republic of Tanzania
2
Acknowledgement
The Ministry of Education and Vocational Training in collaboration with
GESCI developed the Monitoring and Evaluation tools with financial
support from Sida.
Copyright
Ministry of Education and Vocational Training
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Table of Contents
The Monitoring and Evaluation Framework ................................................................................................. 4
Level 1: Participants’ Reactions - Workshop Capacity Building Programme ............................................ 5
The Workshop Evaluation Tool ............................................................................................................. 5
Workshop Evaluation Sheet ...................................................................................................................... 6
Level 2: Teacher Learning – ICT Competencies in SME ............................................................................. 8
The TPACK Teacher Self-Assessment Tool ............................................................................................ 8
The E-Diary Reflection Tool ................................................................................................................... 9
The E-Portfolio Tool .............................................................................................................................. 9
TPACK Teacher Self-Assessment ............................................................................................................. 10
E-Diary ..................................................................................................................................................... 16
E-Portfolio ............................................................................................................................................... 31
Level 3: Organziational Support – Schools and Zones ............................................................................ 37
The School Visit Protocol Instrument ................................................................................................. 37
School Visit Protocol ............................................................................................................................... 38
Level 4: Teacher Application – ICT in SME .............................................................................................. 41
The TPACK Classroom Observation Protocol ...................................................................................... 41
The Lesson Reflection Framework ...................................................................................................... 42
TPACK Classroom Observation Protocol ................................................................................................. 43
Teacher Reflection Framework ............................................................................................................... 49
Level 5: Student Learning – Project Outcomes ....................................................................................... 51
The Student Survey Tool ..................................................................................................................... 51
ICT Student Questionnaire ...................................................................................................................... 52
Tool Sources ............................................................................................................................................ 54
Appendix 1: Five Level Framework for M&E Implementation................................................................ 57
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The Monitoring and Evaluation Framework
The monitoring and evaluation of the ICT integration in teaching and learning Science,
Mathematics and English in the ICT-SME pilot project will be measured at five levels. The goal is
to systematically assess the impact of professional development for ICT use in teaching and
learning of Science, Mathematics and English from workshop capacity building to classroom
implementation levels. Information will be collected and analysed at each level of project
influence.
The levels for monitoring and evaluating project influence can be described as follows:
Level 1 – Teacher reactions to project ICT professional development workshops
Level 2 – Teacher learning related to competencies and skills for ICT use in SME
Level 3 – Organzational support for project implementation in schooling practice
Level 4 – Teacher application of knowledge and skills in professional practice
Level 5 – Student outcomes in relation to cognitive, affective and psycho-motor domains
As each level of project implementation builds on the previous one, success at one level is
usually necessary for success at the higher levels. The following sections present the tools,
frameworks, roles and responsibilities for implementation of the five different levels of
monitoring and evaluation of the ICT-SME pilot project.
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Level 1: Participants’ Reactions - Workshop Capacity Building Programme
The ICT in Science Mathematics and English workshops will take place throughout the pilot
period to develop teacher competency for ICT use in Science Mathematics and English teaching
and learning. The workshops will focus on developing teacher competence at three levels:
beginner level capability in basic ICT skills; intermediate level capability in technology literacy
for applying ICT in subject teaching; and advanced level capability to integrate technology use
in the teaching of Science and Mathematics and English by way of teacher design teams.
The first level of monitoring and evaluation focuses on the teacher reaction to the workshops.
The purpose is to understand what is working and not working during the workshop processes
and develop strategies for improving workshop design and facilitation.
The Workshop Evaluation Tool
The workshop evaluation tool will be introduced during the workshop processes at each level
to gather information on teachers’ initial satisfaction with the workshop experiences. The tool
assesses teachers’ satisfaction with the adequacy of the workshop content objectives,
coverage, support material, methodology, presentations, facilitation, time management. The
tool includes open ended questions for assessing the teachers key learning points and how
useful the learning will be for the teachers’ practice. There are opportunities for the teacher to
clarify what can be improved in the workshop processes.
Who can use the tool? The workshop evaluation tool will be used by the participants at the end
of each workshop day. The tool can be used in online (softcopy – monkey survey) or offline
(hardcopy - survey) formats.
The workshop facilitators will ensure that participants fill out the evaluation form at the
end of each workshop day
The national project management team will analyse the data and prepare reports from
the participant surveys gathered online/ offline from all workshop sites across the zones
of project pilot implementation.
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Workshop Evaluation Sheet
PROJECT FOR ICT USE IN SCIENCE, MATHEMATICS AND ENGLISH
The MoEVT and GESCI are committed to quality through continuous reflection and improvement
on workshop programmes. It is critical to get your feedback on the workshop process as it will
assist the facilitation team to maintain and improve the quality and relevance of workshop
content and discourse and will also help us in modifying and improving activities to meet the
needs of our participants.
1. Please tick √ the appropriate column for rating the quality of the workshop sessions:
Disagree Strongly
Disagree Agree Agree
Strongly
Workshop Content
The module objectives and outcomes gave me a good idea what to expect in the workshop
I found the workshop sessions covered appropriate topics to assist me to develop ICT basic skills
I found the workshop sessions covered appropriate topics to assist me to apply ICT in Science, Mathematics and English (SME) subjects
I found the materials in the main module and the resource module to be supportive
I found the CD-ROM materials to be useful and interesting
I felt the interactive methodology of the group tasks and plenary sessions to be appropriate & stimulating
Workshop Process
I was able to follow the topic activity tasks and plenary presentations
I have been exposed to some new ideas by colleagues in group work and plenary discussions
I found the time allotted for interaction/discussion was adequate
The facilitator supported the workshop participants well throughout the workshop
Time management throughout the workshop was effective and efficient
Workshop Follow-up
I will personally use skills, resources and ideas I learned here in the subjects I teach
I will pass on resources and ideas I learned about here to other teachers in my school and zone
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2. What were the best / most helpful aspects of the workshop from your perspective?
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
3. What were the weak points of the workshop?
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
4. What was the best idea/ learning that you picked up during this workshop?
a. ________________________________________________________________________
b. ______________________________________________________________________
c. ________________________________________________________________________
5. How did the workshop contribute to your professional growth?
a. ________________________________________________________________________
b. ______________________________________________________________________
c. ________________________________________________________________________
6. Other comments:
a. ______________________________________________________________________
b. ______________________________________________________________________
c. _______________________________________________________________________
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Level 2: Teacher Learning – ICT Competencies in SME
The ICT in Science Mathematics and English workshops will take place throughout the pilot
period to develop teacher competency for ICT use in Science Mathematics and English teaching
and learning. The workshops will focus on developing teacher competence at three levels:
beginner level capability in Basic ICT skills; intermediate level capability in technology literacy
for applying ICT in subject teaching; and advanced level capability to integrate technology use
in the teaching of Science and Mathematics and English by way of teacher design teams.
The second level of monitoring and evaluation focuses on the quality of teacher learning in the
workshop process. Samples of teacher self-assessment and e-diary/ e-portfolio artifact tools
will provide information on the quality of learning in workshop provision. The purpose is to
clarify the level of participant knowledge and skills development as a result of the workshop
processes and to use the information to continually improve and upgrade workshop content
from phase 1(basic skills) to phase 2 (applying ICT in SME - basic technology literacy) to phase 3
(Applying & Infusing ICT in SME – technology literacy/ knowledge deeping.
The TPACK Teacher Self-Assessment Tool
The TPACK teacher self-assessment tool is a questionnaire for measuring teacher competency
in applying technology, pedagogy and content knowledge (TPCK) in teaching and learning of
Science, mathematics and English (SME) subjects.
Who can use the tool? The self-assessment tool can be used by teachers at the beginning of
workshops 2 (applying ICT in SME) and 3 (integrating ICT in SME) with the facilitation fot he
workshop tutor. Ideally the tool could also be digitized and self-administered by teachers where
they would receive immediate feedback on their level of comptency and what areas they need
to focus on for continuous professional development.
The workshop facilitators will ensure that participatns fill out the self-assessment at the
beginning of workshops 2 and 3
The national project management team will analyse the data and prepare reports from
the participant self-assessment surveys gather online/ offline from all workshop sites
across the zones of project pilot implementation.
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The E-Diary Reflection Tool
The e-diary is a teacher reflection tool that is integrated into workshop activities. The tool is designed to encourage teachers to a) reflect on past teaching experiences; b) reflect on the way they teach now; c) reflect on the way they experience the activities in the workshop module; d) reflect on change as they experiment with technology use in their classroom practice.
Who can use the tool? The e-diary will be used by teachers during workshops 1, 2 and 3.
Teachers will be encouraged to continue to use the diary when they return to their schools by
way of lesson reflection frameworks (see next sections).
The workshop facilitators should gather samples (photocopies) of e-diaries from each
workshop to demonstrate the quality of teacher reflection coming out of workshop
activities.
The school visit teams (college tutors, inspectors and national teams) can also gather
samples of teacher reflection diaries and frameworks as part of the school visit
programme.
The national project management team will analyse the diary and teacher reflection
artifacts and include these assessments in montiroing and evaluation reports.
The E-Portfolio Tool
The e-portfolio is a collection of documents and artefacts that can be used for assessing/ monitoring the work produced by participants as they complete modules in each workshop programme. The e-diary is a teacher reflection tool that is integrated into workshop activities. The tool is designed to
encourage teachers to a) reflect on past teaching experiences; b) reflect on the way they teach now; c) reflect on the way they experience the activities in the workshop module; d) reflect on change as they experiment with technology use in their classroom practice. Who can use the tool? Teachers can use the e-portfolio to store and review all of the documents and artifacts (PowerPoint presentations, lesson plans, concept maps etc) that they produce during the workshops. They can share their portfolio documents/ artifacts with other teachers in their schools when they return to their schools from the workshops. They can use their portfolio documents/ artifacts as a reference to retrieve and apply workshop ideas, concepts and artifacts (lesson plans/ group work activities etc) in classroom practice.
The workshop facilitators should gather samples (photocopies) of teacher protfolios to
demonstrate the quality of products that teachers have developed in workshop
activities.
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The school visit teams (college tutors, inspectors and national teams) can also gather
samples of teacher portfolios as part of the school visit programme.
The national project management team will analyse the portfolio workshop/ school visit
artifacts and include these assessments in montiroing and evaluation reports.
TPACK Teacher Self-Assessment
Teacher Competencies in Applying Technology, Pedagogy and Content
Knowledge (TPACK) in Teaching and Learning Science, Mathematics and English
(SME) subjects
This questionnaire is prepared to assist teachers in assessing their competencies in ICT use. The
questionnaire contains statements to help teachers evaluate their technological pedagogical content
knowledge (TPACK).
This tool should be administered at the beginning of modules 2 and 3 as teachers prepare to integrate
ICT use in their subject areas.
A: Personal Information
Fill in the blanks
1. Name: ………………………………………………………………………………
2. Gender: Male ……….. Female……………….
3. Your Age ………………… years
4. Teaching experience………………….
5. School: …………………………………………………………………………….
6. District: …………………………
7. Region: …………………………………………….
8. Zone: ………………………………………………………
Tick as appropriate {put √)
9. Subjects of Specialization …………………and……………………………..
10. Teaching subject(s), currently………………….. Experience in Teaching current subject (s) [ ] No experience
[ ] Less than one year [ ] One to five years
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[ ] More than five years
11. Level of education [ ] Secondary education (A level) with a teaching license [ ] Diploma in secondary education [ ] Bachelor’s degree
[ ] Master’s degree [ ] Others, state……………………………..
12. Do you have a personal computer (Laptop or desktop) at home [ ] Yes [ ] No
13. If yes, do you have access to internet
[ ] Yes [ ] No
14. How often do you use a computer?
[ ] Never [ ] Occasionally [ ] Seldom [ ] Frequently [ ] Always
15. How often do you use internet in your personal computer?
[ ] Never [ ] Occasionally [ ] Seldom [ ] Frequently [ ] Always
B: This section contains TPCK statements which requires teacher respondents to select the appropriate
answer: 1, 2, 3 and 4 which represents SD (strongly disagree), D (disagree), A (agree) and SA (strongly
agree) respectively. Teachers should circle the appropriate number in accordance to the level of their
agreement in a given item.
TPACK Statements SD D A SA
Technological Knowledge (TK)
1 I can use technology without problems 1 2 3 4
2 I can learn technology easily 1 2 3 4
3 I know a lot about different technology tools 1 2 3 4
4 I have the technical skills 1 2 3 4
5 I keep up with important new technologies 1 2 3 4
6 I know how to solve basic technical problems 1 2 3 4
7 I frequently play around with technology 1 2 3 4
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TPACK Statements SD D A SA
8 I can use animation, simulation or data logging to demonstrate a lesson to
students
1 2 3 4
9 I can use an Internet search engine (such as Google, msn, Yahoo, ask.com
etc.) to find current information on a topic that I teach
1 2 3 4
Content Knowledge (CK)
Please tick the science subject you will make reference to in the next session
Physics Biology Chemistry
For Science teachers only
10 I have sufficient knowledge about Science 1 2 3 4
11 I have alternative ways and strategies of developing my
understanding of Science
1 2 3 4
For Mathematics teachers only
12 I have sufficient knowledge about Mathematics 1 2 3 4
13 I have various ways and strategies of developing my
understanding of Mathematics
1 2 3 4
For English teachers only
14 I have sufficient knowledge about English 1 2 3 4
15 I have alternative ways and strategies of developing my
understanding of English
1 2 3 4
Pedagogical Knowledge (PK)
16 I can use a wide range of approaches in a classroom setting 1 2 3 4
17 I can adapt my teaching based upon what students currently
understand or do not understand.
1 2 3 4
18 I know how to assess student performance in a classroom. 1 2 3 4
19 I can assess student learning in multiple ways. 1 2 3 4
Pedagogical Content Knowledge (PCK)
Please tick the science subject you will make reference to in the next session
Physics Biology Chemistry
For Science teachers only
20 I can select effective teaching approaches to guide
student thinking and learning in Science.
1 2 3 4
For Mathematics teachers only
21 I can select effective teaching approaches to guide 1 2 3 4
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TPACK Statements SD D A SA
student thinking and learning in Mathematics.
For English teachers only
22 I can select effective teaching approaches to guide
student thinking and learning in English.
1 2 3 4
Technological Pedagogical Knowledge (TPK)
23 My ICT in SME workshop attendance has caused me to think more deeply about how technology could influence the teaching approaches I use in my classroom
1 2 3 4
24 I can use technology to enhance students interaction in the subject I teach
1 2 3 4
25 I can use technologies to improve my teaching 1 2 3 4
26 I can effectively manage technology in the classroom 1 2 3 4
27 I can use technologies to engage students in active learning 1 2 3 4
28 I can use technologies to assess student learning 1 2 3 4
29 I am thinking critically on how I can use technology in teaching 1 2 3 4
30 I can adapt the use of technology to different learning activities 1 2 3 4
31 I can use technology to support students in learning complex concepts in
topics
1 2 3 4
Technological Content Knowledge (TCK)
32 I can choose technology that enhances content for a lesson I teach 1 2 3 4
33 I can choose technologies that enhances students’ learning for a lesson 1 2 3 4
34 I can use technology to help students visualize things that would otherwise
be difficult to observe.
1 2 3 4
35 I know a variety of technologies that can be used to present a lesson in the
classroom
1 2 3 4
36 I can use technology for preparing lessons 1 2 3 4
37 I can use technology for finding digital learning resources 1 2 3 4
38 I can use technology for designing my own digital learning resources 1 2 3 4
39 I can use technology to access web resources for the subject I teach 1 2 3 4
40 I can choose technology that enhances content for a lesson I teach
For Science Teachers Only
41 I know about the technology I can use for students’ understanding and
doing Chemistry
1 2 3 4
42 I know about the technology I can use for students’ understanding and
doing Physics
1 2 3 4
43 I know about the technology I can use for students’ understanding and 1 2 3 4
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TPACK Statements SD D A SA
doing Biology
For Mathematics Teachers Only
44 I know about technologies that I can use for students’ understanding and doing Mathematics
1 2 3 4
For English Teachers Only
45 I know about technologies that I can use for students’ understanding
and doing English
1 2 3 4
Technological Pedagogical Content Knowledge
46 I can choose technology to use in my classroom that enhances what I
teach, how I teach and what students can learn
1 2 3 4
47 I can use strategies that combine content, technology and teaching
approaches that I learned at the workshop, in my own teaching
1 2 3 4
48 I can choose technologies that enhance the content for a lesson. 1 2 3 4
49 I can provide leadership in helping others to coordinate the use of content,
technology and teaching approaches at my school
1 2 3 4
For Science Teachers Only
50 I can teach a lesson that combine Chemistry, technologies and teaching
approaches
1 2 3 4
51 I can teach a lesson that combine Physics, technologies and teaching
approaches
1 2 3 4
52 I can teach a lesson that combine Biology, technologies and teaching
approaches
1 2 3 4
For Mathematics Teachers Only
53 I can teach a lesson that combine Mathematics, technologies and teaching
approaches
1 2 3 4
For English Teachers Only
54 I can teach a lesson that combine English, technologies and teaching
approaches
1 2 3 4
Technology Skills
55 I feel competent using a word processor and graphics to develop lesson
plans
1 2 3 4
56 I feel competent using email to communicate with colleagues 1 2 3 4
57 I feel competent using the world wide web to find educational resources 1 2 3 4
58 I feel competent using open and free software to enhance my teaching of
concepts
1 2 3 4
59 I feel competent about teaching secondary school students appropriate
information technology skills and knowledge
1 2 3 4
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TPACK Statements SD D A SA
60 I feel competent working with students in various ICT environments (such
as laptops in the classroom, stand-alone and networked computers,
computer labs etc).
1 2 3 4
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E-Diary
What is an e-Diary? An e-diary is a tool that the teacher can use for reflecting on the experiences, learning and practices developed through the module activities.
The role of the e-diary in the module is to assist the teacher to:
Reflect on past teaching experiences
Reflect on the way the teacher teaches now
Reflect on the way the teacher experienced the activities in the module
Reflect on change in classroom practice
The e-diary can be described as "a container of teacher thoughts on the module activities and ideas and how the teacher wants to apply them in their classroom practice ". The teachers if they wish can share diary reflections with the workshop facilitator and participants, with teachers in their school or with teachers on the teachers’ portal. The e-diary reflections are required at the beginning and the end of each activity in the workshop modules. The e-diary templates in the following section are related to activities in module 2.
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Module 2: E-Diary Reflections on Activities
Name:
Before you start the module:
What I know about using ICT for Science or Mathematics or English teaching:
What I would like to know about using ICT in Science or Mathematics or English teaching:
Why I am participating in this workshop:
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Activity 1- What is Information, Communication and Technology?
Before the activity:
What do I understand ICT is:
After the activity:
What I have learnt from my group tasks about the concepts of Information, Communication and
Technology:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
My ideas about how I can use my learning in my professional practice and communicate what I
am learning with other colleagues:
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Activity 2- What are the new Pedagogies of Science, Mathematics and English teaching and learning?
Before the activity:
What do I understand about the new Pedagogy in Science, Mathematics and English teaching:
After the activity:
What I have learnt from my group tasks about the new pedagogies and constructivist approach
for teaching Science, Mathematics and English:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
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Activity 3 - What is Pedagogy, Technology and Content Knowledge? How can we apply it in SME
teaching and Learning?
Before the activity:
What do I understand about integrating technology Science, Mathematics and English teaching:
After the activity:
What I have learnt from my group tasks about using technology to support Science,
Mathematics and English content and pedagogy:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
My ideas at the end of unit 1 about how I can use my learning in my professional practice and
communicate what I am learning with other colleagues:
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Activity 4 – Why Science? Why Mathematics? Why English?
Before the activity:
Why I love teaching Science, Mathematics or English:
After the activity:
What I have learnt from my group task about why Science, Mathematics or English teaching is
important:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
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Activity 5: Introducing Technology in SME Teaching
Before the activity:
My thoughts about using technology to support Science or Mathematics or English teaching:
After the activity:
What I have learnt from my group task about how technology can be used to support Science,
Mathematics or English content and pedagogy:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
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Activity 6: Exploring PowerPoint Resources in SME teaching
Before the activity:
My thoughts about how PowerPoint resources might help me in my Science or Mathematics or
English teaching:
After the activity:
What I have learnt from my group task about the potential of PowerPoint resources to support
Science, Mathematics or English content and pedagogy:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
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Activity 7: Exploring CD-ROMs in Science, Mathematics and English Teaching
Before the activity:
My thoughts about how CD-ROMs might help me in my Science or Mathematics or English
teaching:
After the activity:
Based on my observations and discussions so far, how I feel CD-ROMs can be used in SME:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
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Activity 8: Using Open and Free Software in SME
Before the activity:
My thoughts about open and free software:
After the activity:
How I think I might use open and free software to support my Science or Mathematics or English
teaching:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
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Activity 9: Using the Internet in SME
Before the activity:
My thoughts about Internet websites and resources:
After the activity:
How I think I might use of internets resources to support my Science or Mathematics or English
teaching:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
My ideas at the end of unit 2 about how I can use my learning in my professional practice and
communicate what I am learning with other colleagues:
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Activity 10: Integrating ICT in SME Instruction & Assessment
Before the activity:
My thoughts on my students needs and how I can start to use ICTs identified in the workshop to
make my subject more accessible for my students
After the activity:
How I think I might use technology resources to support instruction and assessment of my
students’ learning:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
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Activity 11: Your Turn – Planning Notes for ICT in SME
Before the activity:
My thoughts about ICT resources I may use in my plan
After the activity:
How I think I may use my notes for general planning in my subject:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
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Activity 12: Your Turn – Lesson Plans for ICT in SME
Before the activity:
My thoughts about developing an ICT lesson plan in my subject area:
After the activity:
How I think I may use my plan in my teaching:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
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Activity 13: Reviewing, Simulating, Observing, Reflecting and Developing Lessons using ICT in SME
Before the activity:
My thoughts about micro-teaching my ICT lesson plan in my subject area in front of my
colleagues and peers and about reviewing the micro lessons that my colleagues and peers will
present:
After the activity:
How I think I can use my colleague’s peer review to assist me in my teaching in the classroom:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
My ideas at the end of unit 3 about how I can use my learning in my professional practice and
communicate what I am learning with other colleagues:
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E-Portfolio
What is an e-portfolio? An e-portfolio is a collection of documents and artefacts that can be used for assessing/ monitoring the workshop products as teachers complete each module. The portfolio can be used to store and review all of the documents and artifacts (PowerPoint presentations, lesson plans, concept maps etc) that the teachers produce during the workshop activities. The teacher can share their portfolio documents/ artifacts with other teachers in their school. The teacher can use their portfolio documents/ artifacts to apply the new ideas and concepts in classroom practice.
Portfolio = a collection documents = used for assessment/ monitoring the quality of workshop products
The portfolio typically consists of documents/ artifacts such as (but not limited to):
Tasks
o Completed templates as required in specific activities in the module o PowerPoint slide shows as required in specific activities in the module o Completed questionnaires as required in specific activities in the module o Completed website evaluation forms as required in specific activities in the
module etc Lesson Planning documents i.e. all the documents you are required to generate during the module
During the workshop activities teachers will be asked to share group and individual tasks and documents with the other groups in the workshop. Feedback from the other groups will help to improve individual and group work documents and artifacts (presentations, lessons plans etc). Teachers can create an electronic folder to store all individual and group work tasks, notes and planning documents etc. This would be an e-portfolio of all the work in a module. If teachers do not work on a single computer/ laptop they can save the e-portfolio of their work on a disk or a memory stick. The following section outlines all of the activity documents/ artifacts that can be collected and stored for the e-portfolio in module 2.
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Module 2: E-Portfolio Documents and Artifacts
Activity 1: What is Information? What is Communication? What is technology?
Task 1 – Part 1 documents/ artifacts
Concept map – Information or Communication or Technology
Task 1 – Part 2 documents/ artifacts
Group Definition Template – What is Information? What is Communication? What is Technology?
Powerpoint Presentation - Definition of Information or Communication or Technology
Activity 2: What are the New Pedagogies in Science, Mathematics and English Teaching?
Task documents/ artifacts
Group Discussion Template – What are the Pedagogical Strategies for teaching Chemistry/ Physics/ Biology/ Mathematics/ English?
Powerpoint Presentation - Pedagogical Strategies for teaching Chemistry/ Physics/ Biology/ Mathematics/ English
Activity 3: What is Technology, Pedagogy and Content Knowledge?
Task documents/ artifacts
Group Discussion Template – Describe and record in the group discussion template how you see the technology supporting the content and the pedagogy of one classroom activity in a topic area identified by the group. .
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Activity 4: Why Science or Mathematics or English?
Task documents/ artifacts
Group PowerPoint – Why Science or Mathematics or English is an essential subject in Tanzanian Secondary Schools.
Activity 5: Introducing Technology to support Science content and pedagogy
Task documents/ artifacts
Group PowerPoint –
Technology support to Science content
Technology support to Science pedagogy
Technology support to Science content & pedagogy
Activity6: Exploring PowerPoint Resources to support Science content and pedagogy
Task documents/ artifacts
Group Website identification template – PowerPoint Presentations for Hard to Teach SME Subjects
Group Discussion Template on PowerPoint in SME – Use of Powerpoint in classroom activities in SME
Activity 7: Using CD-ROMs in SME Teaching
Task documents/ artifacts
Group Discussion templates
Coding TPCK in Biology lesson plan
Group discussion & reflection template – Does technology use change the content or the pedagogy – how?
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Activity 8: Exploring Software Tools in Science, Mathematics and English Teaching
Task documents/ artifacts
Group Discussion template – Instructions for learners on using e-Tools
Activity 9: Exploring the Use of the Internet in SME
Task documents/ artifacts
Group Work Website review template – What Science, Mathematics and English Resources are available on the website?
Group Discussion Template: Evaluation technology resources for demonstration, group work and homework
Activity 10: Planning for ICT use in SME Instruction & Assessment
Task documents/ artifacts
Group Discussion templates
Reviewing TPCK in English Lesson plan
Group discussion & reflection template – Evidence of technology making a difference in teaching and learning??
Activity 11: Planning Notes for ICT integration
Task documents/ artifacts
Planning Note Templates – Preparation for ICT Planning based on Curriculum Topics
Activity 12: Developing Lesson Plans for ICT Integration
Task documents/ artifacts
Lesson Plan Template –Science, Mathematics and English Lesson Plans for ICT Integration
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Activity 13: Your Turn – Lesson Plan Review and Simulation
Task documents/ artifacts
Lesson Review template – What is the TPACK balance in Science, Mathematics and English lesson plans?
Observations on Lesson Simulations: TPCK Observation Checklist reports
Reflections on Lesson Simulation: Teacher Reflection reports - expectation, challenges and steps for improvement
Lessons for Implementation: A set of 5 less plans for each SME subject area for each zone
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Level 3: Organziational Support – Schools and Zones
The third level of monitoring and evaluation focuses on the zonal and school organziation
support, accomodation, facilitation and recognition of the ICT in SME project. The purpose is to
understand what level of support the teachers have at school and zonal levels when they return
to the workplace to implement new strategies for technology use in teaching and learning.
The School Visit Protocol Instrument
The school visit protocol is an interview protocol for school administrators (School Directors and Heads of Department) to assess the school level support structures for the pilot implementation of the ICT-SME programme at school level. The focus of the interviews is to clarify the status of the ICT-SME teacher development at school level (workshop attendance, sharing of materials, classroom implementation), the infrastructure deployment (hardware, software and classroom conditions), and the impact of the programme on the school organization (ICT use across subjects and in school administration).
Who can use the tool? The school visit protocol is used by zonal teams (college tutors, district
insepctors, national project teams) during school visit programmes that occur between
workshop phases.
The zonal school visit teams will use the protocol in the first stage of a school visit
programme that involves interviewing the school administrators prior to visiting the
classroom to conduct classroom observations (see next section).
The zonal team will prepare reports based on the interview protocol with school
administrators which will be forwarded to national project team.
The national project management team will analyze the zonal reports to monitor the impact
of the programme acorss all zones and for inclusion in national montiroing and evaluation
reports.
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School Visit Protocol
Introduction: The school visit protocol is an interview protocol for school administrators (School Directors and Heads of Department) to assess the school level support structures for pilot implementation of the ICT-SME programme. The focus of the interviews is to clarify the status of the ICT-SME teacher development at school level (workshop attendance, sharing of materials, classroom implementation), the infrastructure deployment (hardware, software and classroom conditions), and the impact of the programme on the school organization (ICT use across subjects and in school administration).
The zonal school visit teams will use the protocol in the first stage of a school visit programme
that involves interviewing the school administrators prior to visiting the classroom to conduct
classroom observations (see next section).
NAME OF SCHOOL: DATE: TIME:
REGION:
DISTRICT:
NAME OF HEADMASTER
Names of visiting Zonal Team Member(s)
Purpose of visit (The purpose, time and duration of the visit should be agreed upon through discussion between the
Zonal Support Team member and the Headteacher to be visited)
39
School support to the ICT-SME Project Is the zonal programme of teacher development for ICT in Science, Mathematics and English
supported at district and school level? How?
Has the infrastructure been deployed to the schools?
Do teachers have sufficient e-content resources available in CD-ROMs and/or on the teachers’ portal?
What has been the impact of the teacher ICT capacity building programme on the school organziation? Please describe…
Has the capacity building programme had an influence on the use of ICT in Science Mathematics and English teaching and learning in the school? How? Please describe…
Has the capacity building programme influenced the general use of ICT in the school? How? Please describe…
40
Observations and comments by the zonal team member – in a final interview with the Head Teacher after the team have visited SME classrooms where the laptops are being used (the zonal team member should describe to the headmaster a general impression after classroom visits-
e.g. what you saw; what you learned; what you would like clarified; how long the visit lasted)
Any key issues arising from the visit for the attention of the national project team (the zonal team should ask the head-teacher to clarify any issues related to the role of the school to
support the project implementation – e.g. the way ICT resources have been allocated; the way the school
is supporting the technology use in the school; progress in implementing ICT use in school subjects; the
way that the school is being supported by district and college zonal teams)
Signed: Zonal Team Member Signed Headteacher
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Level 4: Teacher Application – ICT in SME
The fourth level of monitoring and evaluation focuses on how teachers are applying the
knowledge and skills that they are acquiring in workshop programmes in their professional
practice. Are teachers using the new knowledge and skills acquired in the capacity buidling
workshops in their classroom practice? The purpose is to understand how teachers are using
ICT to support content and pedagogy in Science, Mathematics and English teaching and
learning. The focus is to document the impact of the teacher development programme at
classroom level and to improve training content continually on the basis of field visit feedback
from all project zone engagements.
The TPACK Classroom Observation Protocol
The TPACK classroom observation protocol is a tool to assess teacher application of their technology, pedagogy and content knowledge in classroom practice. The observation tool has two sections. The first section consists of an observation checklist to assess the teachers’ content, pedagogy and technology knowledge and subsequently the teachers’ capacity in the application of TPCK in different formats (technology and pedagogy knowledge; content and pedagogy knowledge, technology and content knowledge; technology, pedagogy and content knowledge). The second section consists of short descriptive summaries of the teaching and learning activities observed during the classroom visit.
Who can use the tool? The classroom observation protocol is used by zonal teams (college
tutors, district insepctors, national project teams) during school visit programmes that occur
between workshop phases. The tool can also be used by facilitators and workshop participatns
durign micro-teachign activities int eh workshops. The tool can be used by any project team
member when visiting a classroom where technology integration is taking place.
The zonal school visit teams will use the observation protocol in the second stage of a
school visit programme that involves entering the teachers classroom to conduct classroom
observations.
The zonal team will forward data from the observation protocolols to the national team for
analysis.
The national project management team will analyze the classroom observation protocols
and present findings in national montiroing and evaluation reports.
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The Lesson Reflection Framework
The lesson reflection framework provides a tool that teachers can use at the end of a lesson or a series of lesson(s) where they have introduced technology. The tool is designed to encourage teachers to a) reflect on teaching experiences prior to using technology; b) reflect on the way they teach now using technology; c) reflect on change in classroom practice as they experiment with technology use; d) how to improve and support pedagogy and content with the use of technology.
Who can use the tool? The lesson reflection framework will be used by teachers during the
workshops (for reflection on their micro-teaching) and when they return to their schools (for
reflection on their lessons).
The workshop facilitators should gather samples (photocopies) of teacher reflections
frameworks and the lesson plans to demonstrate the quality of teacher lesson planning
and reflection coming out of workshop activities.
The school visit teams (college tutors, inspectors and national teams) can also gather
samples of teacher reflection forms and lesson plans as part of the school visit
programme.
The national project management team will analyse the teacher plans and reflection
artifacts and include these assessments in montiroing and evaluation reports.
43
TPACK Classroom Observation Protocol
Section 1: TPACK Observation Checklist
The TPACK observation checklist examines a teacher’s application of Technology, Pedagogy and
Content Knowledge components in his/ her lesson. This tool will be used during a lesson in the
implementing schools. Although it is initially developed for use by the tutor, any other project team
member could also use the tool when visiting a classroom where technology integration is taking place.
Name of School
District Region Teacher’s name
Subject
Class
Number of students in class
Topic Sub-topic
Date of Visit
Time of lesson
The TPCK observation checklist examines a teacher’s application of Technology, Pedagogy and Content Knowledge components in his/ her lesson.
The observation checklist contains a “rating scale” (1 – 4) and a “comments” column which can be interpreted as follows:
Response Categories What they mean
1 = “poor” Teacher rarely shows application of TPCK component
2 = “good” Teacher shows good application of TPCK component
3 = “very good” Teacher shows a lot of application of TPCK component
4 = “excellent” Teacher clearly shows excellent application of TPCK component
Comment Observer can make comment on application of TPCK component
Observe the lesson
Circle your rating of teacher’s TPCK application
Make comments where you think it is necessary
TPCK OBSERVATION CHECKLIST Poor Good Very
good
Excell
ent Comment
A) Technological Knowledge
1 The teacher has essential technology tools for the 1 2 3 4
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TPCK OBSERVATION CHECKLIST Poor Good Very
good
Excell
ent Comment
lesson
2 The teacher uses technology to support instructional
strategies 1 2 3 4
3 The teacher uses technology tools without any
problems 1 2 3 4
B) Content Knowledge
1 The teacher exhibits a good mastery of subject matter
knowledge 1 2 3 4
2 The teachers presents relevant and accurate facts in
relation to the topic 1 2 3 4
3 The teacher provides a variety of references for the
students to gain relevant content in SME subject(s) 1 2 3 4
4 The teacher reinforce the topic lesson by providing
assignments to students 1 2 3 4
C) Pedagogical Knowledge
1 The teacher knows essential pedagogical approaches
for the lesson preparation and presentation (direct
instruction, collaborative learning, problem-based
learning etc)
1 2 3 4
2 The teacher demonstrates an understanding of
different styles of student learning 1 2 3 4
3 The teacher structures the lesson to promote student
learning 1 2 3 4
D) Technological Content Knowledge
1 The teacher uses technology to demonstrate complex
ideas that would otherwise be difficult to learn 1 2 3 4
2 The teacher uses technology to allow students to
observe things that would otherwise be difficult to be
observed by naked eyes
1 2 3 4
3 All teaching aids including digital graphics are
attractive (size and colors) and support the
theme/content of the lesson
1 2 3 4
4 The teacher helps students to use technology to
investigate and construct meaning of the complex
ideas they are learning
1 2 3 4
E) Technological Pedagogical Knowledge
1 The Teacher uses technology to interact and
collaborate with students in different teaching and 1 2 3 4
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TPCK OBSERVATION CHECKLIST Poor Good Very
good
Excell
ent Comment
learning activities
2 The teacher adapts the use of technology to promote
participatory approaches in teaching and learning
activities
1 2 3 4
3 The teacher introduces technology based tasks that
enable students to engage in learning 1 2 3 4
4 The teacher shows ability to use technology for
introducing concepts from simple to complex when
teaching students
1 2 3 4
F) Technological Pedagogical Content Knowledge
1 The teacher teaches a lesson that appropriately
combines subject content, technologies and teaching &
learning approaches.
1 2 3 4
2 The teacher uses technology to support student
learning approaches for the lesson taught 1 2 3 4
3 The teacher uses technology to support learners’
collaboration during the learning process 1 2 3 4
4 The teacher is well prepared (having lesson plan) and
able to manipulate technology to present a relevant
lesson contents
1 2 3 4
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Section 2: Teaching and Learning Activity Observation
Teacher pedagogical approach in the lesson: Tick all that apply
__ Leading (includes lecturing, directing class activities)
__ Facilitating/assisting students
__ Class control (includes discipline management)
__ Other approaches (specify) ____________________________
Teacher's use of technology in the lesson: Tick all that apply
__ Not evident
__ To present information __ For visualization or modeling of a concept
__ To demonstrate a student task __ For grading, attendance, or material preparation
__ Other (specify)_________________________________
Student response and participation in the lesson – Active or Passive?
Give an example of one lesson activity to describe student participation as follows:
a. Describe what the teacher and students are doing. How are they interacting in the lesson activity?
Lesson activity example – teacher and student interaction:
47
b. What is the specific benefit of technology to support pedagogy and content in the activity you observed? What are the students and teacher doing that they could not have done without it?
Benefit of technology to support pedagogy and content in the activity:
c. Briefly describe student work assignment in the activity, noting any examples you want to showcase as evidence (or an artifact) of teacher’s use of technology to produce assignment resources:
Description of student work assignment in the activity:
Evidence (artifact) of student work assignment resource produced by the teacher with use of
technology:
Observed By:
Name: …………………………………………………………….signature ………………………………….Date……………..
Teacher observed:
Name: ……………………………………………..Signature: ………………………………………………….Date……………..
Head of School :
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Teacher Reflection Framework
Teacher Reflection on ICT
Lessons
Note: Fill in your details and reflections ideas in this column (This
column should not contain the details in the lesson plan but
reflections on the lesson plan before teaching and after teaching
the lesson)
Teacher Details
Name of teacher
School
Subject
Reflection on the lesson before teaching
1. What is the topic/ title of the
lesson (s)?
2. How did you teach the lesson
(s) before ICT integration?
3. What are the specific
outcomes of the lesson (s)
that should be achieved?
4. What are the curriculum
objectives for this topic area?
5. What student competencies
are to be addressed in the
lesson(s)?
6. Briefly describe the lesson (s)
7. Describe the resources that
you will use
8. How will you integrate ICT in
the lesson(s) / and
preparation?
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Reflections on the Lesson after teaching
9. Did the lesson differ from
your expectations?
10. What do you think are
the reasons for the way
things happened?
11. What would you do
differently next time to
make the lesson more
effective?
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Level 5: Student Learning – Project Outcomes
The fifth level of monitoring and evaluation focuses on the learning of the students who are
the end beneficiaries of the project. While it will be difficult to attribute improvement in
student learning outcomes directly to the use of technology in teaching and learning, the
project will make use of some tools to assess learning impact.
The purpose is to measure the initial impact of project activities on student performance in
relation to Cognitive (performance & Achievement), Affective (Attitudes & Disposition) and
Psychomotor (Skills & Behaviours) domains. The focus is to continually improve all aspects of
the project design and facilitation based on field observation and student feedback.
The Student Survey Tool
The student survey tool is a questionnaire to assess the project influence in the pilot phase on student learning and attitudes towards technology use in SME classes.
Who can use the tool? The student questionnaire should be adminsitered by zonal teams
(college tutors, district insepctors, national project teams) during school visit programmes that
occur between workshop phases.
The zonal school visit teams will administer the questionnaire in the second stage of a
school visit programmes. A sample of 10-15 students can be asked to fill in the
questionnaire after classroom observations have been conducted.
The zonal team will forward data from the student questionnaire to the national team for
analysis.
The national project management team will analyze the student questionnaire and present
findings in national montiroing and evaluation reports.
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ICT Student Questionnaire
What Students Think about Laptops in the Classroom
1. This questionnaire asks you to describe your experience on learning with technology. There are no
right or wrong answers. This is not a test. Your opinion is what is wanted.
2. For each sentence, circle one number corresponding to your answer.
1 =strongly disagree, 2 = disagree, 3 = undecided, 4 = agree, 5 = strongly agree
3. Circle only one number of the answer that you think is the correct according to your experience in learning with technology. Don’t ask or copy the answer from a friend.
4. If you want to change your answer, cross it out and circle a new number.
What is the name of your school: ____________________________
In which form are you in? 1 2
Gender: Male Female
My experience with laptops in Science, Mathematics and English classes
Strongly Disagree
Disagree Agree Strongly agree
1. I enjoy the classes that use laptops 1 2 3 4
2. I find that the laptop classes are well organised 1 2 3 4
3. After the class which involved the use of laptops, I feel satisfied 1 2 3 4
4. The use of technology makes me understand more the Science (Physics, Chemistry and Biology) subjects 1 2 3 4
5. The use of technology makes me understand more the Mathematics subject 1 2 3 4
6. The use of technology makes me understand more the English subject 1 2 3 4
7. The use of the laptop in classes makes me nervous 1 2 3 4
8. The laptop classes have aroused my interest in learning 1 2 3 4
9. The laptops are in good working condition 1 2 3 4
10. Learning with the use of laptops is not enjoyable 1 2 3 4
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My experience with laptops in Science, Mathematics and English classes
Strongly Disagree
Disagree Agree Strongly agree
11. I am confused about what to do during the classes with laptops 1 2 3 4
12. I am not happy with what is done in the laptop class 1 2 3 4
13. The laptop classes help me get more involved 1 2 3 4
14. It’s easier to learn from books than from using a laptop in the classroom 1 2 3 4
15. The use of the laptop in the classes helps me to understand things. 1 2 3 4
16. Learning with laptops makes it easy to learn new concepts and ideas 1 2 3 4
17. The activities in the laptop classes are well planned and interesting 1 2 3 4
18 The laptops make it easier to sort through a lot of information in our subjects 1 2 3 4
Does your family have a computer at home?
Yes No
If yes, do you have access to the computer at home?
Yes No
Do you have access to the Internet at home?
Yes No
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Tool Sources
Tools Sources
Tool 1: Workshop Evaluation Tool
MoEVT and GESCI
Nihuka, K. A. & Voogt, J. (2011) E-learning course design in teacher design teams: experiences in the Open University of Tanzania, International Journal of Learning Technology, 6 (2), pp107 – 124
Tool 2: Teacher TPACK Self-Assessment Tool
MoEVT Project Team and GESCI
Kafyulilo, A. (2011) ICT Use in Science and Mathematics Teachers’ Preparation: Developing Pre-Service Teachers’ TPACK, in Book of Abstracts, e-Learning Africa, Mlimani City Conference Centre, Dar-es-Salaam, Tanzania, May 25-27,2011
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M., and Shin, T.S. (2009) Technological pedagogical Content Knowledge (TPACK: The Development and Validation of an Assessment Instrument for Preservice Teachers, Journal of Research of Technology in Education, 42 (2), pp 123 - 149
Tool 3: E-Diary
MoEVT Project Team and GESCI
Commonwealth of Learning (2011) The e-Dairy [Online], available at: http://www.schoolnet.org.za/CoL/ACE/maths01/content/activities/maths1.index.htm, retreived 19 December 2011
Tool 4: E-Portfolio
MoEVT Project Team and GESCI
Commonwealth of Learning (2011) The Blog and Portfolio [Online], available at: http://www.schoolnet.org.za/CoL/ACE/ukzncore1a/activities/core1a.index.htm, retrieved 19 December 2011
Tool 5: School Visit Protocol
MoEVT Project Team and GESCI
Tool 6: Classroom Observation Protocol
MoEVT Project Team and GESCI
Kafyulilo, A. (2011) ICT Use in Science and Mathematics Teachers’ Preparation: Developing Pre-Service Teachers’ TPACK, in Book of Abstracts, e-Learning Africa, Mlimani City Conference Centre, Dar-es-Salaam, Tanzania, May 25-27,2011
55
Tools Sources
Apple (2008) Classroom Walkthrough Protocol: Progress Evaluation Toolkit for 1:1 Learning Programmes [Online], available from Centre for Technology in Learning at: http://ctl.sri.com/projects/displayProject.jsp?Nick=slcapplecomp , accessed 10 November 2011
Tool 7: Lesson Reflection Framework
MoEVT Project Team and GESCI
Tool 8: Student questionnaire
MoEVT Project Team and GESCI
57
Appendix 1: Five Level Framework for M&E Implementation
M&E Level What questions will be addressed?
What is measured?
How and when will information be gathered
How will the information be used
Who will analyse data and prepare reports?
Tools
Level 1: Teacher Reaction - Workshop Capacity Building
Was the content objectives, coverage, support material, methodology,presentations, facilaitaion, time management adequate?
What were the key learning points?
Will the learning be useful when teachers return to the classroom?
What could be improved?
Initial satisfaction with the capaicty buidling
How? Questionnaire online – monkey survey - administered at the end of every workshop through 3 phases of project
To improve the workshop desgin and faciliation
National Level
Project mangement team
GESCI
Teacher Workshop Evaluation – Offline (hard copy)/ online (survey monkey)
Level 2: Teacher Learning – Workshop capacity buidling & reflection workshops
Did the teachers acquire the intended knowledge, skills and competencies?
New Knowledge & Skills of teacher participatns in the workshops
How? ICT Teacher Competency Survey – monkey survey – adminsitered at the beginning / end of the capacity building and reflection workshops throughout 3 phases of project – ICT basic skill competencies/ ICT- SME basic application competencies
Participant reflections - written in e-Reflection Diaries during capacity buidling and reflection workshops
To improve and continually upgrade workshop content from phase 1(basic skills) to phase 2 (applying ICT in SME - basic technology literacy) to phase 3 (Applying &
National Level
GESCI/DUCE - Teacher competency surveys/ management of teacher portal portfolios of artefacts & lesson plans/ reflection diaries
Zonal Level
Workshop faciliators/ college tutors - workshop facilitation reports/
Teacher Self-Assessment TPCK Teacher workshop E-portfolios (lesson Plans & resoruces) Teacher Workshop E-Diaries
58
M&E Level What questions will be addressed?
What is measured?
How and when will information be gathered
How will the information be used
Who will analyse data and prepare reports?
Tools
Participant portfolios - collection of all presentations and lesson plans produced by particiapnts individually and in grousp during workshops
Workshop reports
Infusing ICT in SME – technology literacy/ knowledge deeping)
Level 3: Organziation Support & Change in Project Districts and Pilot Schools
Is the capaity development facilitated and supported at district and school level?
Is the infrastructure deployed?
Do teachers have suffiecient e-content resources made available?
What is the impact of the capacity building programme on the school organziation?
Does it affect the school organziation environment and procedures for ICT in SME teaching and learning and for general school use of ICT?
The District and School Organziation support, accomodation, faciliation and recognition fo the ICT in SME project
Meetings with District and School Administrators
Minutes from meetigns registeredin district and school records
When?
Zonal reflection meetings – once every 6 months
Visit by zonal team to schools between workshop capacity buidling & workshop refelction schedules - over 6 months between workshops each school in each zone should receive a visit every month (from the tutor)
Zonal Headquarters meetings once very 6 months
School /zonal visit / meeting reports
To document and improve district and school support
To improve improve the workshop desgin and faciliation
National Team Project team (report development by zonal project lead) Zonal Team
District Inspectors
College Tutors – technical & pedagogical tutor
National Project team
Data collection
School Visit Protocol for Zonal Teams (College tutors. District inspectors, National Team) School Inspector Checklist – (there is a need to integrate elements of ICT observation tools – this should be to be discussed with Inspectorate & national team)
Level 4:
Are teachers using the new knowledge and
Degree and quality of
How? o Teacher
To document
National Team
Project mangement
Classroom Observation
59
M&E Level What questions will be addressed?
What is measured?
How and when will information be gathered
How will the information be used
Who will analyse data and prepare reports?
Tools
Teacher Use of New Knowledge & Skills in Project Pilot Schools
skills acquired int eh capacity buidlign workshops in their classroom practice?
implementation of ICT use in SME in classroom practice
Questionnaires – administered online
o Direct Observastion fo classroom practice –
o Teacher Portfolios
When? – One visit each pilot school by national team members during implementation period following every workshop
and improve the implementation fo programme content
team
GESCI
DUCE
OUT Zonal Level
College Tutors
Protocol: TPCK Observation Checklist Teacher Reflection on Lesson Implementation Teacher and Student artifacts
Level 5: Student learning Outcomes in Project Pilot Schools
What is the impact of the project on studnets?
Does it affect student performance or achievement?
Does it influence students attitude?
Are studnets more confident as SME learners?
Is the student attendance improving?
Are dropouts decreasing?
Student learning outcomes Cognitive (performance & Achievement) Affective (Attitudes & Disposition) Psychomotor (Skills & Behaviours)
How? o School records, o Student
questionnaires/ sturctured interviews with students, parents, teachers, and/ or administrators
o Student portfolios
When? - at the end of each project year
To improve all apscts of the project design and facilitation
To deomstrate the impact of the professional development for ICT use in SME
National Team
Project mangement team
GESCI
DUCE
OUT Zonal Level
College Tutors
Student Questionnaires School records examination results
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Project Monitoring & Evaluation Instruments
Level Team Instruments
Level 1 – Teacher reaction/ workshops National Team - GESCI / Project Management Workshop evaluation instruments – (formatted for survey monkey)
Level 2 – Teacher Learning / workshops
National Team - GESCI/ DUCE-Education/ OUT ICT Teacher Competency Survey Instruments (formatted for survey monkey);
National Team - GESCI Teacher E-Reflection Diaries
Teacher Portfolios (part of workshop modules - can be uploaded on teacher portal)
Zonal Team – Workshop facilitators/ College Tutors – Project Team
Workshop reports
Capacity Building Workshops
Reflection Workshops
Level 3 – District & School Organization Support & Change
Zonal Team - Teacher College Tutors/ District Inspectorate
School Visit Reporting Instruments
Level 4 – Teacher Use of New Knowledge & Skills in Project Pilot Schools
National Team – Project Team-GESCI-DUCE-OUT Zonal Team – Teacher College Tutors
Teacher Questionnaires
Classroom Observation Instruments
Level 5 – Student Learning Outcomes in Project
Pilot Schools
National Team – Project Team-GESCI-DUCE-OUT Zonal Team – Teacher College Tutors
Student records
School records,
Questionnaires/ sturctured interviews with students, parents
Student portfolios
Mid-Term Formative Evaluation National Team - Interviews with key stakehodlers national to local levels
Summative Evaluation External Team