An evaluation of the use of ICT within primary education in Malawi

Abstract

Abstract-The paper demonstrates how appropriate technology, when combined with quality curriculum-based content, has the potential to have a positive impact on primary education within developing countries. It documents an evaluation of portable learning technology from the Ministry of Education, Science and Technology in Malawi, providing theoretical background and educational context before detailing the methodology and findings of the study. Significant impacts from the introduction of the program were increased school attendance, reduced dropout rates and improved student and teacher enthusiasm. Alongside this, the audio and video material and interactive learning techniques offered potential pedagogical benefits in combining learner-centered and outcome-based activities with continuous assessment, helping children to retain information more effectively and record higher test scores. Major challenges were also identified regarding implementation and sustainability. These centered around the need for rigorous teacher training, classroom integration, appropriate deployment, maintenance, sustained impact and overall cost-effectiveness. In closing, the paper emphasizes the need for such programs to be driven by educational concerns and recognizes the similar challenges faced in many related initiatives.

A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi

“…The Malawi government has been addressing some of these challenges by supporting technology projects such as interactive radio instruction and the use of iPads. To illustrate, a technology programme involving the use of tablets was introduced in 50 primary schools in 2007 (Hollow & Masperi 2009). Teachers who participated in the programme reported benefits such as reduced learner absences and dropout rates, and an increase in student motivation to learn.…”

“…However, the potential, success and institutionalization of educational technology in the education system in Malawi is very much dependent on engaging with challenges such as the need for teacher training (Hollow & Masperi 2009;Hubber et al 2016). This is because teachers have often reported being underprepared for the use of technology (e.g.…”

A long-term field study on the adoption of smartphones by children in panama

“…In all cases above the approach was to create a learning application or game as a use case. Educational applications that support the curriculum where children can review lessons, play quizzes, and monitor their progress have for instance been explored for teaching in Africa [5,12].…”

(Un)Balanced Conversations: Participatory Action Research in Technology Development in Peruvian Primary Schools

“…In this chapter, we focus on teachers as key stakeholders, whose interests and needs need to be understood in order to achieve viable, sustainable and coherent impact (Ale and Chib 2011;European Commission 2001). It is important to understand the specific characteristics unique to this important stakeholder community, such as perceptions and practices concerning technological resources (Hollow and Masperi 2009;Misuraca et al 2011) as second-order barriers to successful integration of technology into the educational milieu.…”