Integration of technology in Nepali classrooms: Lessons learned and future directions

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1 Integration of technology in Nepali classrooms: Lessons learned and future directions Rabi Karmacharya Open Learning Exchange Nepal August 4, 2015 World Bank BBL, Washington DC

2 Outline OLE Nepal: Overview, activities, and achievements Importance of ICT in Nepal's context Lessons learned Evaluation results Future directions

3 OLE Nepal Nepali NGO established in 2007 Mission: Improve quality of education and reduce the disparity in access to quality education through the integration of technology in classrooms Working in partnership with Nepal's Department of Education Going beyond putting computers in classrooms

4 Four focus areas

5 Programs & Activities Laptops in primary grades Digital educational content till grade 7 Curriculum-based interactive learning activities Use of animation, multi-media Free and open digital library Repository with offline access Three-tier teacher training program Youth volunteer program Children's books

6 Numeric achievements Laptop program in 100+ schools in 18 districts Deployed laptops Over 600+ teachers trained on integrating ICT in classroom teaching-learning process Designed and developed 600 learning modules for grades two to seven Digital library with books, audio books reference materials, educational videos, etc Offline digital library servers in 180 schools and community libraries

7 Indirect achievements Raised awareness about ICT as a tool, and not just a subject Demonstrated how ICT can be used to improve education quality ICT in education Master Plan Similar to OLE Nepal's approach ICT is a key component in education plans and policies

8 Why ICT? Need to shift focus from quantity to quality Nepal has been successful in achieving numeric goals, but quality remains a major problem Learner-centered approach needed Engaging students in learning rather than relying on rote-learning and memorization Students need different skills to be successful in today's knowledge-based economy Transformative & disruptive change needed Cannot be doing the same things

9 Demo Digital Library E-Pustakalaya Digital Content E-Paath Children's books Bal Paathmala

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11 Few Glimpses

12 What have we found? Students' attitude towards learning has changed Growing confidence among students Students enjoy access to learning materials outside of their text books Training alone is not sufficient for teachers to use ICT regularly in classrooms They need a lot of continuous guidance Other enabling conditions are required for effective use of technology in schools

13 Challenges to scale Teacher motivation & preparation Infrastructure Technical support Government involvement Administrative capacity Human resources Trainers School supervisors Curriculum experts

14 Impact evaluation of OLPC Pre-post test quasi-experimental design 26 program schools and 39 control schools in six districts English and mathematics tests administered Student, teacher and household surveys Baseline in 2009; Two rounds in 2010 & 2011 Evaluation carried out by doctoral candidate at University of Minnesota

15 Results No effect on mathematics and English test scores implying no impact on student learning Teachers and students reported liking the digital content; teachers found the content helpful No improvement in non-cognitive skills Based on teacher survey No improvement in attendance Results contrary to field observations and other evidence collected from teachers and students

16 Possible reasons Short term disruption too early to evaluate 25% of teachers reported not having received training Increased workload on teachers Insufficient training and support for teachers Digital content inadequate/difficult; not designed to prepare for tests Variation in exam difficulty Students spending more time on other games available on the laptops

17 Program modifications Shared model Easier to manage for schools and teachers Better supervision of use by students More teacher support Volunteer program Closer monitoring Revision of educational content More emphasis on ability to read in early grades Other devices to reduce distraction?

18 Qualitative study (2012) Gather information about usage, attitudes, achievements, abilities, and effectiveness Sixteen schools in four districts Focus group discussions, interviews, classroom observations Students and teachers found the digital activities useful, and were using them extensively Half of the teachers surveyed were applying what they had learned at the training; many complained about the extra workload Recommended more support to teachers

19 Learning form global practices Maine Learning Technology Initiative Sustained professional development and support for teachers Assessment must match learning with technology OLPC programs in Peru & Uruguay Improvement in cognitive skills No impact on standardized test results MOOC Leveraging technology to drastically increase access to learning opportunities Content is the key component

20 Looking ahead Need to develop strategies and programs to implement plans and policies Preparing teachers for the new paradigm More relevant digital content Private-Public partnership Make student assessment and program evaluation an integral part of ICT in education program design Use of ICT to tackle various challenges in education (multilingual education, inclusive education, reading habit etc)

21 Thank you