SIPSE/ADSI Monitoring, Evaluation and Learning

Framework

Piloting, upscaling and learning across borders…

Kenya, Tanzania and Cote D’Ivoire

Putting it in contextAfrican Digital School Initiative (ADSI) Approach

(based on SIPSE pilot learnings)

Phased blended approach… ICT-CFT-TPACK-in-practice in STEM… 21st century skills… Digital schools… Institutionalization…

Innovation

Implementation

Co-partnership

Access

Impact

Target

Drivers for Monitoring, Evaluation and Learning (MEL)

Need to capture and communicate effectiveness of programme model to all stakeholders

Learning

Accountability

Quality

ImpactOutcomeOutputActiviti

esInput

The ADSI MEL Framework: LFA & OM(And the ‘so what’ factor)

Logic framework

ADSI:ICT in STEM Model for

teacher and digital school development

CHANGE 21st CL

aligned to KE/KS

CHANGE OF BEHAVIOUR:

How are teachers using ICT to improve teaching and

learning in STEM subjects ?

Outcome Mapping

ADSI Key Programme Indicators

• Indicators Outputs – focus on miles stones & deliverables on activities completed– No of teachers, school based coordinators, head teacher trained,

equipment deployed,

– % of time teachers use ICT facilities for teaching, students use for learning etc.

• Indicators Outcomes – critical focus - change over time as response to programme phased intervention (TL, KD, KC levels)– ICT-CFT-TPACK-in-practice indicators

– search and retrieve of information from textbooks & internet (TCK),

– questioning techniques, organization of group and collaborative work (TPK),

– theme projects (webquests), student presentations, debates and peer-to-peer assessments (TPACK)

1st level

Teacher Reaction

Workshop & online course

evaluation

2nd level

Teacher New Knowledge &

Skills

Self-assessment - TPACK

3rd level

School Organizational

Support

Whole School Review

4th level

Teacher Application of Knowledge &

Skills

Classroom Observations /

Portfolios

5th level

Student Learning

Outcomes

Student Assessments &

Learning Portfolios

Adapted: Guskey 2000

SIPSE Pilot: Monitoring Tools & Processes5 Levels of Project Implementation

TPACK Digital schools TPACK TPACK

SIPSE Pilot Findings: Changes in PracticeLevel 4: Teacher Application of ICT in Practice

Indicators: Very Good = 4; Good = 3; Satisfactory = 2; Fair = 1

SIPSE Pilot Findings: Changes in PracticeLevel 4: Teacher Application of ICT in

Practice

• Patterns of teacher ICT use to support existing didactic pedagogy practice (knowledge transfer) to deepen understanding of STEM content curriculum

• Challenges in ICT use to support new pedagogical strategies for 21st century learning in school contexts

Reflection on current practice

challenges/ problems

Design & try out ideas for ICT use

in classroom practice

Develop lesson plans for ICT in

STEM

Peer-to-peer lesson

observation & reflection

Re-design ideas for improving

practice

Learning 1: Teachers & 21st Century Learning

Build teachers’ 21CL capacity

for problem solving and collaborative professional learning

to design and re-deignnew ‘frames’ forinnovative use of ICT in STEM/ 21CL

Adapted: Koh, Chai, Wong & Hong, 2015

Leadership and Planning

ICT in the Curriculum

E-Learning Culture

Professional Development

Infrastructure & resources

Learning 2: Schools & 21st Century Learning

Build schools’ 21CL capacity

for e-learning strategies and planning

to design enablingenvironmentsfor integrating ICTinto learning and teachingacross the curriculum

Adapted: NAACE, 2014; DSDA, 2014

Policy-practice-research triangle

Rigorous evaluation research

Co-design research - school

and academic communities

Recognize ‘local school proof’ contribution

Use learnings to inform ICT policy

dialogue –national to local

Learning 3: MEL & 21st Century Learning

Building 21CL evaluationresearch capacity

involve value chainofresearchers-practitioners-policy makersto inform policy making & practice

from nationalto school levels

Asante Sana