Pedagogical outlines for OLPC initiatives: A case of Ukombozi school in Tanzania

Apiola, Mikko; Pakarinen, Saila; Tedre, Matti

doi:10.1109/afrcon.2011.6072084

Cited by 12 publications

(26 citation statements)

References 10 publications

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“…Content Apiola et al (2011) Field-level experiences of OLPC use from a Tanzanian school de Macedo Guimarães et al (2013) Field-level experiences of OLPC use from Brazilian schools Duveskog et al (2010) Field-level experiences of OLPC use from a Tanzanian school Gyabak and Godina (2011) Field-level experiences of OLPC use from a Bhutanese school Hartel (2008) OLPC implementation in Ethiopia Hirji et al (2010) Consolidated report of evaluations from different OLPC country sites presenting field-level observations and case studies Hourcade et al (2008) Field-level experiences of OLPC use from a Uruguayan school Mary and Bassi (2008) Various regional OLPC case studies Following collation of the text from the sources identified, it was filtered in order to perform template analysis (Cassell and Symon, 2004;King, 2007). The first step of the analysis was identification of user and intermediary stakeholder groups, following the argument presented in Section 4.2.…”

Section: Sourcementioning

confidence: 99%

ICTs and Hope for Development: A Theoretical Framework

Heeks

Krishna

2016

E J Info Sys Dev Countries

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Hope is a core part of what it means to be human, and has long been recognised as foundational in driving people to make changes in their lives and contexts. Yet this importance of hope is not reflected in academic research, with little work being undertaken on hope and development, and none on hope and the application of ICT-for-development (ICT4D). This paper makes a start on closing this knowledge gap by exploring the different meanings of hope within existing literature. It synthesises these meanings into a new multidimension content model of hope that looks at the subject, object and enaction of hope. This model is then linked to ICT4D initiatives by taking into account the hopes of different stakeholders, which are seen -via a modified ICT4D value chain framework -to be both an input to and an output from ICT4D adoption and use. The paper then undertakes a preliminary application of this framework to a case study using multiple sources of secondary data from the One-Laptop-per-Child initiative. This provides preliminary validation for the models of hope, and offers a foundation for future research seeking to understand the connection between ICT4D and this key human belief.

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Section: Sourcementioning

confidence: 99%

ICTs and Hope for Development: A Theoretical Framework

Heeks

Krishna

2016

E J Info Sys Dev Countries

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“…The aim was divided into two objectives: 1) to characterize 978-1-4673-5943-6/13/$31.00 c 2013 IEEE TABLE I. CLASSROOM MODEL [14] Component…”

Section: Research Questionsmentioning

confidence: 99%

“…The main theoretical background was based on the self-determination theory (SDT) [11], on supporting constructionism and constructivism by utilizing ideas by Seymour Papert [12], and on ideas extracted from the cognitive flexibility theory [13]. That pedagogical framework [14] is presented in Table I.…”

Section: Constructivismmentioning

confidence: 99%

“…The most recent project aimed especially at developing and studying classroom practices on using 1:1 laptops [14]. In Tanzania as well as many other developing country contexts, classroom pedagogy has been argued to be low on activating and student-centered principles [15].…”

Section: Research Contextmentioning

confidence: 99%

“…In Tanzania as well as many other developing country contexts, classroom pedagogy has been argued to be low on activating and student-centered principles [15]. Previous collaboration efforts between researchers and Ukombozi's teachers have aimed at supporting student-centered pedagogy using XO-1 computers [14]. Previous research projects also include teaching health care issues with computers, as well as teaching basic ICT literacy [14].…”

Section: Research Contextmentioning

confidence: 99%

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Designing OLPC learning environments: A case on 1:1 pedagogy in rural Tanzania

et al. 2013

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In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (oneto-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.

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Towards Developing Interactive Content for Enhancing Life Skills Education in Tanzania: Possibilities and Pitfalls

Budoya

Kissaka

Mtebe

2019

IFIP Advances in Information and Communication Technology

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Feasibility study is the first and important stage in any planning of introducing a new solution for overcoming existing challenges. It saves a lot of resources that could be lost if such solution fails to solve the intended problem. On the other hand, it gives a proper way to go ahead with the plan of introducing the solution. The purpose of this study is to establish necessary and basic requirements as possibilities and pitfalls for deploying cost effective interactive multimedia content for enhancing an ineffective provision life skills education at primary school level in Tanzania. Ten primary schools were randomly selected and surveyed from which 65 teachers and 407 pupils participated in the study. Questionnaires, interviews, and documentary reviews were used as data collection tools. It was found that the Internet penetration is 45% of the population with 82.6% of Internet users are smartphones users. Number of computers and tablets at schools are still limited to 1:1036 computer pupils ratio, 96% of pupils had access of computers and smartphones from parents. Moreover, 77% of teachers used conventional and lecturing style in teaching, 100% of life skills content was static found in inadequate textbooks. Based on these results, deployment of self-learning enabled interactive multimedia content is possible and will bring positive impact if it will be developed to operate in ICT devices available in both primary schools and pupils' parents as well. This study informs the proper way of introducing cost-effective interactive multimedia content at primary school level in Tanzania.

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Pedagogical outlines for OLPC initiatives: A case of Ukombozi school in Tanzania

Cited by 12 publications

References 10 publications

ICTs and Hope for Development: A Theoretical Framework

ICTs and Hope for Development: A Theoretical Framework

Designing OLPC learning environments: A case on 1:1 pedagogy in rural Tanzania

Towards Developing Interactive Content for Enhancing Life Skills Education in Tanzania: Possibilities and Pitfalls

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