Educational Technology Implementation in Ethiopian High Schools: Benefits and Challenges of the Instructional Plasma TV

Assefa, Temtim

doi:10.1007/978-3-319-33808-8_25

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…But, if not managed effectively, it may lead to failure rather than success. Scholars rose the negative sides of technological adoption mainly due to resistance and failures (Asseffa, 2017a, 2017b). Not only this, but technology has also other observed shortcomings such as dependency among students and the killing of time on social media.…”

Section: Introductionmentioning

confidence: 99%

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

Shishigu

2022

Journal of Educational Technology Systems

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Due to its emphasis on the integrated nature of what students need to learn, competency-based education is considered as the leading paradigm for innovation and development. Due to meager adaption of technology integration, the education system has been severely affected by COVID-19 pandemic. The aim of this study was to redesign the existing mathematics course in Ethiopian higher education to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was employed at Wachemo University, Ethiopia. The result of the study shows a significant improvement of students’ course achievement. The model was found to be essential for the transformation to ICT mediated learnin, which is the future most dominant factor. Due to the several challenges associated while implementing blended learning, this type of model is far important when trying to change the customary face-to-face environment to computer mediated one.

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Section: Introductionmentioning

confidence: 99%

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

Shishigu

2022

Journal of Educational Technology Systems

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“…The scale-up literature is pessimistic about both the initial take-up of educational actors and the long-term impact on learning outcomes, to say the least. Scale-up efforts in a variety of areas have proven ineffectual, including school-based teacher professional development initiatives (Chege 2011), cluster-based teacher support initiatives (Piper 2009), in-service teacher professional development programs (Villegas-Reimers 1998), the development of head teachers' instructional leadership Journal of Educational Change (2018) 19:293-321 skills (Cambridge Education Consultants 1998), the expansion of mathematics and science instructional capacity in East Africa (Kamau et al 2014), tablet-based interventions for children (Christia et al 2014), tablet-based school support (Doykos et al 2015), and television-based classroom learning programs (Assefa 2017). We wish to emphasize how infrequently large-scale educational interventions have had any statistically significant impact on teacher practice (Jukes et al 2017) and, as a result, how often such interventions have had a negligible impact on student learning.…”

Section: Introductionmentioning

confidence: 99%

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program

Piper¹,

DeStefano

Kinyanjui

et al. 2018

J Educ Change

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Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program-which receives funding from the United States Agency for International Development-is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https ://www.rti.org/publi catio n/doing -refor m-diffe rentl y-combi ning-rigor -and-pract icali ty-imple menta tion-and-evalu ation ) to examine whether Tusome's implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya's county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place.

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Network failure in Ethiopian education

Jang

2024

Compare: A Journal of Comparative and International Education

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Educational Technology Implementation in Ethiopian High Schools: Benefits and Challenges of the Instructional Plasma TV

Cited by 6 publications

References 3 publications

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program

Network failure in Ethiopian education

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