Remote Teaching in Uruguay: Does it work?

Telepresence Teaching in Uruguay Is it Delivering Results?

Telepresence Teaching in UruguayIs it Delivering Results?

Overview

•Outline of Project

•Subjective Evaluation Survey of Classroom Teachers

•Objective Evaluation Results of Achievement Test


Plan Ceibal • Plan Ceibal is a Uruguayan project, developed by MEC, the Uruguayan Ministry of Education and Culture; the National Telecommunications company ANTEL, (Administración Nacional de Telecomunicaciones); the Board of Public Education, ANEP (Administración Nacional de Educación Pública); and LATU (Laboratorio Tecnológico del Uruguay).

http://www.ceibal.edu.uy

http://www.ceibal.edu.uy/


Plan Ceibal • Started 2007 with distribution of XO-1 laptops (ceibalitas)

• By 2009 Uruguay became first country in world to have given one laptop to every primary school student

• By 2009, 350,000 children & 16,000 teachers had received ceibalitas

• No cost wireless Internet connection in all state schools

• Fiber optic connections progressively replacing these

• Video conferencing equipment being installed in all schools

http://www.ceibal.edu.uy

http://www.ceibal.edu.uy/


Plan Ceibal2013 Review • 570,000 laptops distributed by 2012 (to all

students & teachers)• 4-year TCO (Total cost of ownership) $100 per

year per child including laptops, internet costs, administrative costs, fiber optic costs, robotics, planned VC facilities, portal and LMS platform as well as digital resources for many subjects, initial training for teachers.

• Focus on quality implementation• Recommended focus on core priorities:

increasing high school graduation rates; Mathematics; Literacy (Spanish & English)

http://www.ceibal.org.uy/docs/FULLAN-Ceibal-English.pdf

http://www.ceibal.org.uy/docs/FULLAN-Ceibal-English.pdf


Ceibal English • In 2012 the British Council was selected by Plan Ceibal to project manage Ceibal en Inglés (Ceibal English), delivering remote teaching via video conferencing in Uruguayan primary schools.

• Goal = provide access to English language learning to primary students (grades 4-6) and their teachers all over Uruguay.

• Because of a lack of trained/qualified English teachers, Ceibal English uses remote teachers (RTs) via video conferencing

• Additionally, classroom teachers (CTs) are taught English via moderator-supported English course (LearnEnglish Pathways)

http://uruguay.britishcouncil.org/en/ceibal-en-ingles



Project Plan

• Proof of concept pilot phase 2012 - 20 primary schools; 1,000 Year 4 learners (aged 10-11)

• March 2013 expansion: 500 classes; 96 schools; Years 4,5 & 6

• July 2013 expansion: 1,000 classes • March 2014 expansion: 2,100 classes• By June 2015: Total of 4,000 classes (c.

100,000+ learners)




Survey of Class Teachers (CTs)

November 2013

Aims:Opinion CTs have of projectPerception of tech support

Relationship CTs & RTs

630/942 CTs responded(67%)


Respondents per RT Institution


Source of Remote Teachers


Evaluation of classes


Conduct of class by country of origin of RT


Rapport with pupils by country of origin of RT


Level of Spanish of RT


Is the Level of Spanish of the remote teacher a problem for coordination% of teachers who were poor or very poor in Spanish – 23 instances/ 3 %)

Is the poor or very poor Level of Spanish of the remote teacher a problem for the dynamics of the class?% of teachers who were poor or very poor in Spanish – 23 instances/ 3 %)


Who corrects the pupils?


Frequency of coordination with the RT


Reasons for lack of coordination with the RT


Do you teach practice lessons B and C each week?


Do you use lesson plans for lessons B and C?


How do you obtain the lesson plans for lessons B and C?


Evaluation of digital materials of the programme (songs, videos, games, images)


Achievement TestingAugust 2013 (baseline)

and December 2013

Aims:Evaluate differences:-

Pilot groups March 2013 groups

July 2013 groupsGroups not studying English

grammar/vocab test only

Excluded children studying English outside school


Number of pupils tested by grade in November 2013


Number of pupils tested by social background


Average scores by social background and time of test


Average scores by grade and time of test


Number of students tested in August by month of entry into project


Number of students by grade at time of entry into project


Number of students by grade and social background at time of entry into project


Distribution of students according to score (in quintiles) by time of entry into project


Distribution of students according to score (in quintiles) social background and level of difficulty


Average score by grade and time of entry to programme


Percentage of correct responses by question, time of entry to the programme and level of difficulty – easy questions


Percentage of correct responses by question, time of entry to the programme and level of difficulty – medium difficulty questions


Percentage of correct responses by question, time of entry to the programme and level of difficulty – hard questions


Conclusions

“The data is consistent and very robust. There are differences between children who started

the programme in March 2013 and July 2013 on both versions of the tests in all grades and in all

social contexts. There are also marked differences in the test results in July and

December, for the groups which began in July. All analyses were carried out excluding children

who claim to study English outside of school. All differences are statistically significant”.

Claudia Brovetto, Plan Ceibal


Thank you!

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Remote Teaching in Uruguay: Does it work?

Education

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