1. K ENYA AND INTEGRATION OF ICT IN EDUCATION : T OWARDS A SYNTHESIS OF TOP - DOWN AND BOTTOM - UP APPROACHES Jo Tondeur (Ghent University) Paul Van Otten (VVOB)

2. Educational innovation: a changing landscape Adoption ( > 1980) RDD (Burkman, 1987) Top-down Adaptation (1980 -1990) Implementation strategies Teacher and school perspective Integration of strategies (1990 …) Student perspective …

3. ICT-intergration From a curriculum at maro level… Types of computer use Cultural teacher characteristics Structural teacher characteristics Cultural school characteristics Contextual school characteristics

4. Basic skills Learning tool Information tool School characteristics Availability of computers+++ Computers with Internet+++ Computers in the classroom+++++ Innovativeness++ ICT-policy+++++ ICT-training++ Teacher characteristics Gender+++ Computer experience++ Traditionalism++- Constructivism++++ Innovativeness+++ Determinants at meso and micro level

5. ‘Here is the paradox: You need ownership for fundamental change, but you cannot get it on a large-scale by relying on bottom-up strategies’ (Fullan, 2003, p. 32)

6. 3 M ODELS TO GUIDE ICT INTEGRATION PROCESS IN K ENIA Four in Balance TPACK UNESC O 4 stages Mix top-down / bottom-up

7. TPACK

8. T PACK: S PECIFIC TYPES OF TECHNOLOGY ?

9. T P ACK: R ELATED TO PEDAGOGICAL KNOWLEDGE >Do the test: http://punya.educ.msu.edu/2010/08/13/tpack- game-the-matt-koehler-version/ It’s not so much the program; more what you do with it [Jones, 1986]

10. F OUR IN B ALANCE MODEL B ALANCE BETWEEN MACRO AND MICRO LEVEL

11. ICT SCHOOL POLICIES ASSOCIATED WITH ICT CLASS USE 0 10 20 30 40 50 60 70 80 Inno - vativeness Supportive leadership Goal- orientedness ICT Planning ICT support Infra- structure Cluster1 (N=41) Cluster2 (N=27) Impact of ICT school policies depends on the perceptions of teachers

12. UNESCO STAGES OF ICT ADOPTION & USE

13. L INKING TYPES OF ICT USE AND EDUCATIONAL BELIEFS

15. C ONCLUSION :T OP DOWN VS B OTTOM UP ? 7 TOPICS TO DISCUSS [ SEE S TOLL ] Varied contexts necessitate differentiated capacity building Capacity building needs to go beyond focusing on supporting instructional improvement to emphasising learning capacity building needs to address both the present and the future Ensuring sustainability depends on a capacity building ‘habit of mind’ Leading school improvement can’t be done by one person alone: developing leadership capacity is essential A networked society requires lateral capacity building Improvement doesn’t only depend on individual schools: systemic capacity building is required

16. Papers ? Information ? Collaboration ? Jo.Tondeur@UGent.be Jo.Tondeur@UGent.be Ruben.Vanderlinde@UGent.be http://ugent.academia.edu/JoTondeur

17. ICT Integration in Education VVOB Kenya 2008-2013, 2 coordinators, 2 - 4 local staff, several teams of MoE Focus on strengthening capacity for coordination and implementation of ICT integration initiatives for teaching and learning. Objective: MOE has operationalized a systematic, comprehensive and sustainable ‘strategy for integration of ICT in Education’

18. Holistic approach Strengthen ICT at different levels Technical & Pedagogical ICT Unit MoE HQ – Servers + application software (Internet, e-mail, databases, antivirus, website, support…) – Technical CB ICT Integration Team MoE HQ – Representatives of all MoE stakeholders (15 members) – Coordination and harmonization of ICT initiatives within MoE – Guidelines & Standards – Advise senior management

19. Holistic approach Strengthen ICT at different levels Senior Management – Flexible one-on-one training “ICT Integration” (45) – Change management : Participation & ownership ICT for Education (ICT4E) Unit (staff 4) [Pedagogical] – Coordination, advice and assistance of “ ICT Integration in Education” initiatives and programmes with other directorates, departments, units, SAGA’s and other stakeholders – Develop appropriate ICT educational strategies, policies, standards, guidelines, procedures – Develop pedagogical/didactical concepts and implementation schemes for ICT Integration CEMASTEA (in-service training teachers) KESI (training educational managers)

20. Holistic approach Strengthen ICT at different levels National ICT Innovation and Integration Centre (NI3C) – www.ni3c.net - objectives:www.ni3c.net – To develop and demonstrate the application of ICT technologies and new pedagogic/didactic aspects of ICT in learning, teaching and management – Develop and show-case different solutions and scenarios in the deployment of ICT integration at the school level – Testing new “ICT Innovations and Integration”, ideas and experiments for use by teachers and learners. – Provide guidance and support to schools and field offices in their efforts to develop and implement ICT driven programme activities and integration processes. – Provide advice to education managers on ICT innovations and integration aspects referred to the Centre.

21. Holistic approach Strengthen ICT at different levels Kenyan “Klascement” – Elimu Portal www.elimuportal.net E-readiness database of schools (Tech. & Ped.) E-mail up to district offices Intranet MoE - SharePoint Economic Stimulus Package - MoE: ICT Integration in secondary schools – 8M Euro: 1050 (2010/2011) & 420 (2011/2011) 11 PCs, LAN, laptop, projector, Internet connectivity 1 year, CB principals and teachers, ICT Champions

22. Holistic approach Strengthen ICT at different levels Holistic model for implementation of “ ICT Integration in schools” – Model developed ( tabled for discussion by ICT Integration Team on 19/10/2011) – Piloting in 4 schools – Link 1 school with school in Flanders – Implementation expected to start in November 2011

24. MoE ICT Structure

25. A SANTE S ANA VVOB Kenya – Ministry of Education Kenya www.vvob.be/kenya www.education.go.ke www.elimuportal.net www.ni3.net pvanotten@education.go.ke msmulders@education.go.ke