Browsing by Author "Ngeze, Lucian Vumilia"

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    Developing a model for effective cascaded school teacher training on ICT integration in Tanzania
    (Asia-Pacific Society for Computers in Education, 2019) Ngeze, Lucian Vumilia
    Training school teachers has been one of the key developments that lead to improved teaching practices leading to overall student learning gains. In many cases, teacher training programme in different topics (Assessment, Lesson Planning, ICT integration, Curriculum planning, etc.) involves inviting teachers at a training centre, training them on selected modules for a specified number of days and letting them go back to their schools, with a hope that they will be able to share the experiences and learning with others. Even though no impact evaluation is conducted, teachers do not share what they learned with other teachers. The Align Attain Integrate Teach Train (A2IT2) model is developed to improve the effectiveness of such cascaded training programmes on technology integration in teaching and learning. Its different phases give the competences needed by the teacher to effectively train other teachers at school level on technology integration. Based on refinements of the methodology used, the model will help planners of teacher workshops to plan efficient and sustainable programmes.
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    From teaching to teacher training: embedding important skills needed to develop a teacher trainer in cascaded teacher professional development programmes
    (ICCE, 2021) Ngeze, Lucian Vumilia; Iyer, Sridhar
    Cascaded teacher professional development (TPD) programmes can train many teachers within a short time frame compared to other models of teacher training. This is because trainers are teachers. Implementation of cascaded teacher training has been faced with many challenges as it puts emphasis on content knowledge. Trainers at different levels of the cascade model differ in terms of knowledge and skills. While many cascaded TPD programmes aim at creating secondary trainers, they are always trapped into transferring content knowledge alone to trainees. Skills are also needed to ensure they can transfer the learning to their contexts. This study used design based implementation research (DBIR) methodology in the design, development and implementation of the workshops that aimed to impart skills teachers need to become effective teacher trainers. Two content workshops with school teachers as participants were conducted, each followed by one skills workshop with 11 and 4 teacher trainers and experiences shared. The teacher trainers were selected based on set criteria at different stages. Analysis of open-ended data from teacher trainers showed that trainers mastered the skills and highlighted first steps when planning for a solo teacher training activity. This study contributes to the teacher training developers because, apart from the knowledge about the content, effective teacher trainers need different skills including skills on how to plan, conduct and evaluate teacher training workshops, participants and their contexts; development of activities and training materials, while preparing for a solo training.
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    iLTI-QAT: a model to orchestrate interaction sessions in hybrid MOOCs
    (IEEE, 2018) Nettikadan, David; Ngeze, Lucian Vumilia; Sukhathankar, Heramb; Warriem, Jayakrishnan Madathil
    Hybrid MOOCs introduce the advantages of a flipped classroom into a MOOC setting: online learning, interactive discussions and synchronous face-to-face interactions with the course instructors. During the interactions, learners are encouraged to gather at remote centres (RCs) which encourage collaboration. Hybrid MOOCs emerged as they provide the learners increased support from peers and instructor(s). The presence of instructor in synchronous interactions creates a personalized and active learning experience. The iLTI-QAT Model is proposed to increase the effectiveness of live face-to-face interactions. The model comprises of three phases: query collection, query categorization and query addressal. This model was implemented in 5-week Faculty Development Programme (FDP) course, in which 532 participants were registered. Using the iLTI-QAT model helped in effectively addressing 918 queries categorized in 5 broad themes.
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    Online teacher professional development in ICT integration in Tanzania: an experience report
    (ICCE, 2019) Ngeze, Lucian Vumilia; Iyer, Sridhar
    Integration of Information and Communication Technology (ICT) in teaching and learning in schools has been hindered by many barriers, including lack of in-service teacher training, teacher beliefs and lack of infrastructure. In the effort to solve the challenge of teacher training in Tanzania, few in-service teachers, based on different parameters, are selected to participate in the face to face ICT training at the specified training centre. Scaling of such teacher training initiatives has been challenging over time. To reach more school teachers, we developed a ten-day online course, run over Moodle. A total of 134 teachers from all the regions of Tanzania registered and participated. Topics were developed based on the preference of the in-service teachers. Online surveys were used to collect qualitative and quantitative data before and after the course. Teachers were active during the duration of the course and many of them applied the skills in their schools by improving their teaching strategies, use of technology tools and sharing experiences with other teachers in their schools.
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    Teachers co-creating for teachers: design and implementation of an online teacher professional development course in sub- Saharan Africa
    (Springer International Publishing, 2022) Ngeze, Lucian Vumilia; Iyer, Sridhar
    As schools closed during the Covid-19 pandemic, different digital platforms were available for remote teaching. However, the majority of the school teachers were not trained on how to use different digital technologies to continue their teaching. Rather than waiting for technology experts to provide such training, one approach is co-creation, that is, to identify teachers who are adept at using technology in their teaching and mentor them to create materials for training other teachers. Co-creation is collaborative and is created by peers and hence easier for adoption. This chapter reports on a four-week online course developed by co-creators (teachers mentored by a trainer) for school teachers (course participants). The course aimed at introducing participants to different electronic and digital technology tools to engage students remotely. Selected teachers co-created the lessons, activities and resources, including guidelines, tips and procedures that participants could use while preparing their own lessons. Participants reflected on how the course changed their mindset in using different technology tools and how they were able to engage students during and beyond the course duration. A model to engage teachers as cocreators and co-facilitators of such training programs evolved.