Making the introduction of multi-media technologies count in education reform in Africa: The case of Ghana

 Kwame Akyeampong, Falmer-Brighton (Великобритания)

https://doi.org/10.3916/c32-2009-02-009

Ключевые слова

Education reform, information and communication technologies (ICTs), pedagogy, teacher education

Резюме

This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom.

Ссылки

Akyeampong, K. (2003). Teacher Training in Ghana: Does it Count? A Country Report. Departamento para el Desarrollo Internacional, Londres: DFID: Londres

Link Google Scholar

Akyeampong, K. (2004). Learning to Teach in the Knowledge Society: A Case Study of Secondary Teacher Education in Ghana, en Mareno J. (2004). Learning to Teach in the Knowledge Society. Washington (DC): Banco Mundial.

Link Google Scholar

Akyeampong, K.; Pryor J. & Ampiah J.G. (2006). A vision of successful schooling: Ghanaian teachers understandings of learning, teaching and assessment. Comparative Education 42 (2); 155-176.

Link DOI | Link Google Scholar

Banco Mundial (Ed.) (1989). Basic Education for Self-Employment and Rural Development in Ghana. Washington (DC): Departamento de Población y Recursos Humanos.

Link Google Scholar

Banco Mundial (Ed.) (2004). Books, Buildings and Learning Outcomes - an impact evaluation of World Bank Support to Basic Education in Ghana. Washington (DC): Departamento de Evaluación de las Operaciones.

Link Google Scholar

Fobih, D.; Akyeampong, K. & Koomson, A. (1996). Ghana Primary School Development Project (GPSDP): Final Evaluation of Project Performance. Accra: Ministerio de Educación, Ghana.

Link Google Scholar

Gobierno de Ghana (GOG), (2002) Meeting the challenges of Education in the 21st Century - Report of the President’s Committee on Review of Education Reforms in Ghana. Accra.

Link Google Scholar

Hopkins, D. (2002). Educational Innovation: generic lessons learned from (a) regional practice, en Thijs, F. y Akker, V.d. (Eds.). International Learning on Education Reform: towards more effective ways of cooperation. Amsterdam, Vrije Universiteit Printers

Link Google Scholar

Kanu, Y. (1996). Educating teachers for the improvement of the quality of basic education in developing countries. International Journal of Educational Development 16 (2); 173-184.

Link DOI | Link Google Scholar

Lewin, K.M. & Stuart, J.S. (2003). Researching Teacher Education: new perspectives on practice, performance and policy. Londres: DFID

Link Google Scholar

Lockheed, M. & Hanushek, K. (1988). Improving educational efficiency in developing countries: What do we know? Compare 18 (1).

Link DOI | Link Google Scholar

Mattson, E. (2006). Field-based models of primary teacher training - case studies of student support systems for sub-Saharan Africa. Researching the Issues 63: DFID, Londres

Link Google Scholar

Ministerio de Educación (Ed.) (2004) Implementation Plan for an ICT enhanced ODL Programme for Teacher Education. Phase 1: National Framework for Teacher Accreditation and Programme for Untrained Teachers. Accra, Ghana

Link Google Scholar

Ministerio de Educación (Ed.) (2008). Education Sector Performance Report. Accra, Ghana

Link Google Scholar

NEIDA (Red de Innovación Educativa para el Desarrollo en África) (Ed.) (1992). The situation of educational materials in Africa. Dakar, UNESCO

Link Google Scholar

Pontefract, C. & Hardman, F. (2005). The discourse of classroom interaction in Kenyan Primary Schools. Comparative Education, 41 (1); 87-106.

Link DOI | Link Google Scholar

Pryor, J. & Ampiah, J.G. (2003). Understandings of Education in an African Village: the impact of Information and Communication Technologies. Researching the Issues; 52. Londres: DFID,

Link Google Scholar

Stuart, J.; Akyeampong, K. & Croft, A. (2008). Key Issues in Teacher Education - a sourcebook for teacher educators in developing countries. McMillan Publishers, Oxford.

Link Google Scholar

Tabulawa, R. (1997). Pedagogical classroom practice and the social context: the case of Botswana. International Journal of Educational Development, 17 (2); 189-204.

Link DOI | Link Google Scholar

Wideem, M. (1995). Reconceptualising Teacher Education: preparing teachers for revitalised schools, en Wideem M. & Grimmet P. (1995). Changing Times in Teacher Education: Restructuring or Reconceptualistion? Londres y Washington: Falmer Press.

Link Google Scholar

Wideem, M.; Mayer-Smith, J., Moon, B. (1998). ‘A Critical Analysis of the Research on Learning to Teach: making the case for an ecological perspective on inquiry’, en Review of Educational Research, 68 (2); 130-178

Link Google Scholar

Windham, D.M. (1988) Improving the efficiency of educational systems indicators of educational effectiveness and efficiency: State University of New York at Albany.

Link Google Scholar

Fundref

Эта работа не имеет финансовой поддержки

Crossmark

Техническая спецификация

метрика

Метрики этой статьи

Просмотров: 33282

Ознакомление с аннотациями: 27520

загрузки PDF-файлов: 5762

Полные метрики 32

Просмотров: 1043938

Ознакомление с аннотациями: 847812

загрузки PDF-файлов: 196126

Цитируется