The SIPSE/ADSI Monitoring, Evaluation and Learning Framework · ADSI Key Programme Indicators • Indicators Outputs –focus on miles stones & deliverables on activities completed
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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
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