New Edited Version of Teacher Training Strategy Research - October 2020
This study was commissioned by SchoolNet Africa (SNA) in partnership with the Commonwealth of Learning (COL), the International Institute for Communication and Development (IICD) and the Open Society Initiative of Southern Africa (OSISA). It is the most extensive examination to date of teacher training in ICT in African countries at both pre-service and in-service level. Through documentary review, interviews and discussions with a broad range of stakeholders and service-providers involved in the field of African ICT training for teachers, this report has identified and listed as many of the ICT courses and programmes available to African teachers as possible. [2020]
Towards_a_Strategy_on_Developing_African_Teacher_Capabilit._01.pdf
Anneture_I_01.pdf
Annex_II_01.pdf
Annexure_III_01.pdf
ANNEXURE_IV_02.pdf

Africa: ICT's for non-formal education
More than half of Africa’s youth and adults do not have basic literacy skills and/or have not completed primary or secondary school. It is deeply concerning how little serious attention has been paid to the potential ways in which ICT can enhance such skills, as part of a pro-poor model of ICT for Development (ICT4D). Such work is crucial if the goals of Education for All (EFA) and the Millennium Development Goals (MDG) are to be achieved.
Source: Imfundo [2020]
ITEPA_01.pdf

What do you mean by ICT integration?
This article is titled, “What do you mean by ICT Integration?” because the purpose of this article is to document examples of ICT integration in an effort to demonstrate ways ICTs can be integrated into classroom teaching to enhance learning in Namibian schools. These models serve as examples of how computers can be used to promote learner-centred education and the approach used reflects a general movement away from “teaching computers” toward using ICTs as educational tools.
Source: Journal for Educational Reform in Namibia, [2020]
What_do_you_mean_by_ICT_integration.pdf

Computers for Africa: lessons learnt from introducing computers into schools in Mozambique
This article discusses research undertaken to document the process of introducing and using information and communication technology (ICT) in the secondary schools of Mozambique in the last three years of the 20th century. The research takes the form of a case study focused on the internet for Schools Project (IFSP), which is considered the first attempt to integrate computer-assisted education in Mozambique. The study identifies some important collateral aspects that developing countries should not underestimate when planning the dissemination of ICT in schools to accelerate the country’s future participation as an active member of the global information society. We ask three questions: “What happened? What worked? What did not work?” We then propose some recommendations for implementing computers in schools in other developing countries.
Source: inderscience.com [2020]
Computers_for_Africa.pdf

SchoolNetworking in Africa
This compendium covers a range of SchoolNets and school networking activities taking place across Africa. It sets out to provide as comprehensive a set of information as possible about each African SchoolNet and other African school networking activities or ICT related activities of relevance to school networking. School networking organizations and activities have been ordered alphabetically by country.
Source: SchoolNet Africa [2020]
Mkusanyiko_on_School_Networking_01.pdf

Understandings of education in an African village: the impact of information and communication technologies
This document presents the final report of an educational research project which investigated students’, teachers’, parents’ and other community members’ understandings of schooling in a rural village in Ghana. The project was also concerned with the impact of technological change on these understandings and the implications that this might have for development initiatives.
Source: Department for International Development (DFID) [2020]
understandedafrica_edpaper52.zip

Information and communications technology applied to the Millennium Development Goals
This series of essays deals with the role of information and communications technologies (ICT) in meeting the Millennium Development Goals (MDG). The essays try to counter naïve theories of technological determinism and suggest instead that technology is but one of many factors determining progress in achieving the Goals.
Source: developmentgateway [2020]
http://www.developmentgateway.org/node/202031/sdm/docview?docid=840982

Using the internet in Namibian schools
This report evaluates the activities of SchoolNet Namibia and argues that programmes like this should aim to provide affordable access using open platforms, pay attention to longer term cost of ownership issues, leverage change through partnerships, work closely with governments, involve school principals and teachers, and seek to ensure that necessary capacities are developed in schools themselves.
Source: eldis [2020]
schoolnetnamibia.pdf

ICTs in Teacher Education
Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century.
Source: UNESCO [2020]
ICTs_in_teacher_education.pdf

Open Learning Through Distance Education
Open Learning through Distance Education is published three times per year by the South African Institute for Distance Education (SAIDE) Its aim is to stimulate debate and encourage the sharing of experiences around issues of quality distance education and resource-based learning practices in South Africa. Contributions are invited from anyone with an interest in these issues and are published subject to approval by the editorial board.
Source: SAIDE [987]
OLTDE.pdf