Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year

Abstract

Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts -the focus of Education For All -yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in "quality" are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced, primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners' knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem solving.

Tablet use in schools: a critical review of the evidence for learning outcomes

“…The popularity of tablets has led to interest in applications in education, particularly in schools. As with many digital classroom resources, the use of tablets has the potential to enhance learning (Kim & Frick, ), for instance contributing to raised motivation (Furió et al, ), knowledge acquisition (Lai et al, ) and enquiry‐based learning (e.g., Haßler et al, ; Haßler et al, ; Hennessy et al, ; Hennessy et al, ). There is great potential to research use of tablets in schools, particularly as the technology becomes more accessible and capable (Johnson et al, ).…”

Open Educational Resources: Challenges and Opportunities in Indian Primary Education

“…Even though schools are starting to incorporate OER into teaching (Hennessy, Haßler & Hofmann, 2016;Marcus-Quinn, 2016), there are a number of oppositions and constraints that persist, mainly due to OER being viewed as contesting the traditional education system and textbook publishers (Kowalski, 2008;Białecki, Jakubowski, & Wiśniewski, 2017). The case study organizations have demonstrated thorough understanding of the key needs of child literacy and primary level education in showing that the success of an OER-providing model relies on their continuous generation and involvement in initiatives such as capacity building and advocacy around the harnessing of OER, as well as the combination of both online and offline consumption strategies.…”

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

“…Currenlty, COL's use of OERs is more process-oriented and holistic than in the past. This is supported by the fact that the majority of its OER initiatives are presently focusing more on the product than on the process (Hennessy, 2016;Marcus-Quinn, 2016).…”

“…Although schools have slowly started to incorporate OERs into classroom teaching (Hennessy, Haßler & Hofmann, 2016;Marcus-Quinn, 2016), there are a number of constraints and oppositions, mainly because OERs are seen as contesting the traditional education system as well as the commercial textbook publishers, as in the case of Poland (Kowalski, 2008;Białecki, Jakubowski & Wiśniewski, 2017). The growing generation and usage of OERs in India have not only been allowing the country to benefit from the materials but has also been of use to other countries around the world (Natarajan, 2011) as in the case of Siyavula, whose resources have been largely utilized in South Africa's neighboring nations.…”

“…For OERs to reach the learner and for them to achieve their goal of free mass education, teachers are key, as they are the ones who are the focal point between OERs and the learners as well as the ones who can provide the appropriate resources from its source to students (Petrides et al, Ponti, 2014). According to Thakrar et al (2009) (Hennessy, Haßler & Hofmann, 2016;Basha, 2010 Africa need to overcome and as discussed, teacher education and access are of prime concern (Thakrar et al, 2009;Wolfenden et al, 2012). (Kanwar, 2013).…”