Facilitating Expansive school Transformation Using ICT in the SADC Region: A Botswana Pilot Project Paul T. T. Nleya (P hD) University of Botswana P/Bag P/Bag 0022 Gaborone BOTSWANA

Introduction General Context Launched under auspices of WITFOR 2005 Emphasis on developmental studies & methodological experiments School transformation and ICT–related activities in developing countries. Pilot study in ten (10) pilot schools in Botswana Local & international project collaborators Scaling up of CL–based research activity to SADC Based on WSIS, Stellenbosch & WITFOR decisions

Introduction Continued Botswana Policy Frameworks on ICT - Commission on Education Policy (NCE, 1994) -Botswana’s Vision 2016 (Republic of Botswana, 1997). - Science and Technology Policy (1998) - ‘Maitlamo’ ICT policy (Republic Botswana (2004, 2007) “ Botswana to be a globally competitive, knowledge & information society where lasting improvements in social, economic & cultural development is achieved through effective use of ICT.” (Republic of Botswana, 2004). - The country’s first attempt to coordinate & integrate all ICT initiatives under MCST

Pilot Project Collaborators

Objectives of the Project Training, application, adaptation and development of the Cultural Historical Activity Theory (CHAT) and other methodologies in the context of school and community transformation. Planning, developing and implementing training to support educational transformation among teachers in a pilot project of ten (10) secondary schools. Training of change agents for school and community transformation and new uses of Information and Communication Technologies (ICTs) The establishment of a virtual community of practice network for enhancing the teachers in the pilot project and the SADC region. Engagement in Developmental Work Research (DWR) on school and community transformation using Change Laboratory method. Diffusion of innovative learning and knowledge communities project to SADC region through collaborative projects

Activity System of the Project

Conceptual Frameworks of the Project Adopted a socio-technical approach Cultural Historical Activity Theory (CHAT) Developmental Work Research (DWR), Change Laboratory (CL) School & community transformation models The Expansive Cycles of Learning Zone of Proximal development

The Cycle of Expansive Learning

Towards a School & Community Transformation Model

Outcomes of the Project General Outcomes Produce scientific knowledge, concerning applicability of CL methodology Help specify challenges & constraints regarding ICT-related educational transformation Produce information concerning current practices of learning & instruction in schools in the SADC region Results to be published in series of symposia & conferences Specific Outcome s Establishment of Centre for Activity Theory & DWR within the University of Botswana responsible for undertaking research based on Activity Theory on the educational activities of schools & teacher education

Outcomes Continued Centre to offer Post Graduate training of change agents for school and community transformation and new uses of ICTs at the University of Botswana Adopting & adapting DWR & Change Laboratory methodologies as authentic “Action Research’ models for Botswana schools, institutions and communities Utilization of virtual community of practice serving SADC-wide region in eLearning, school and community transformation promoting CHAT & CL Linking with best practice centers of Activity Theory in the world (i. e. Centre for Activity Theory and DWR at University of Helsinki, Centre for Activity Theory and Socio-cultural Research, University of Bath, UK & Center for Human Activity Theory, Kansai University, Osaka, Japan Establish DWR projects based at ‘Kitsong ICT Community centers to promote eLearning in line with MAITLAMO and Vision 2016 ideals. A network of school developers applying the Change Laboratory method in SADC region after the pilot Establish Public Private Partnerships (PPPs) to promote entrepreneurship

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