Projects/moshi-tanzania
Details Requested by OLPC Contributor “Community Jury” at January 8, 2010 On-Line Meeting
Mentors- Sandra Thaxter and Adam Holt
Memo: #50418 OLPC Ideas for Moshi, Tanzania Area, July 15-24, 2010 Further details of Objectives, Sustainability and Methods for Teacher Exchange Workshops for Capacity Building in Schools of Rural Moshi, Tanzania (Application Form was provided) Location: Second Chance Education Centre (Registered Tanzanian NGO) and Honey Badger Lodge and Cultural Centre, Plot 98, Rindi Road, Moshi, TZ
Objectives: 1) Overall a) To bring together visiting international teachers who are computer-literate and selected headmasters and teachers of primary and secondary rural schools, plus the directors of the five teaching centres which serve the area, to develop, as a team, efficient and effective modern teaching practices based on the use of XO/Sugar collaborative learning environment and supporting technologies. The ClassActs Mini-Deployment Guide will be useful.
b) To offer this in a total English-Language immersion residential workshop.
c) To create opportunities for rural primary and secondary teachers to bridge the gap between their levels through discussions as to which subjects are most successful and which most lacking in students’ learning. Except for Swahili, all secondary school courses are taught in English; yet the English language proficiency of rural teachers is weak.
d) To collaborate with related NGO projects for Tanzania, such as Solar Electric Light Fund and OLPCorps Stanford (Opendo).
2) The focus of the initial workshop will be:
a) Math, Sciences (Biology, Chemistry and Physics) and Civics, subject areas that have been identified by headmasters as those presenting most difficulty in teaching and for students in passing government examinations. We will use information from existing XO projects in the science areas to demonstrate to teachers the ways in which their science curriculum could be taught using Sugar/XO activities. We will introduce them to the collaborative problem solving applications which use Sugar activities and features such as the recorder, the camera, the video, drawing, measuring and documenting. We will present information on using sensors; introduce the physics activity; discus projects where students learn about the ecology and biology of their village. Health education will also be addressed through the Sciences and Civics. On paper, the Tanzanian Ministry of Education requires that Information Technology be taught, but there is a disconnect between demand and reality for the rural schools. The XO environment, although not Microsoft, still introduces learners to basic skills for ICT : keyboards, mouse, selection, drag and drop graphical user interfaces. Taking apart and reassembling the XO could be a confidence building activity for some of the teachers.
b) the development of English language fluency which is intrinsic to the workshop. The XO laptops will be used to build English language skills. The Speak tool for pronunciation and spelling, recording audio reading of texts can be loaded into the XO. Lesson plans developed by the team will be added and adapted for XO use either as rich text or html. Teachers will learn how to create rich text documents to complement everyday lessons and review for government exams. This application of on-line lessons/programs and access to the vast resource library of the internet will be valuable aids for development of English. Also, the availability of the laptops during the more relaxed sessions of break and evening activities will reinforce English language learning.
c) respect for traditions and intrinsic cultures. The majority of the Moshi rural teachers and students are of the Chagga tribe. Professor R. Sambuli Mosha, presently at DePaul University, Chicago, himself of Chagga origins, who has endorsed the workshop and hopes to be present during its deployment, writes: “In Chaggaland, as in most African societies, the two aspects of indigenous formation, an education for life and a living are inseparable …”(The Heart of Indigenous Africa, A Study of Chagga Educational System, R. Mosha, Garland Publishing, 2000, p. 17). Instruction in computer technology and its application for teachers and, in turn, students, will help provide this education for life and for living in the workplace and at institutions of higher education for these Tanzanians in this 21st century.
Sustainability
The laptops will be stored in the secure area of the library at Second Chance Education Centre, made available for teachers to use there or to check out for use for a limited time at their schools (assuming solutions for recharging batteries have been found). A substantial financial fine will be imposed if the laptop is not returned. The goal is for the participating headmasters and teachers to return to their schools as mentors for their colleagues, thus teaching them the applications of technology, then, instructing the students. Students of Second Chance Education Centre can be given the responsibility of manning the library and computer center, thus empowering their own learning and ability to instruct teachers and other students in computer use and application. It should be noted that the Renju family, Directors of Second Chance Education Centre and Honey Badger Lodge, are computer literate: Dr Renju, a linguistic scholar, has used a laptop for many years editing the United Bible Society translations of ancient Greek scriptures to Swahili. Mama Lucy Renju uses the computer to correspond with international schools for community service projects and for the business of the lodge. She was named ‘Entrepreneur of the Year-2008’ by the Center for Global Leadership. Both are recognized community leaders. Their son and daughter-in-law, university graduates, will be taking over management of the lodge and both use IT extensively in their work for NGOs. There are also young, European volunteers at the Second Chance Education Centre. Therefore, further computer literacy for teachers and students can be sustained in between workshops.
Methods- Note the methods and approach will vary according to the input of visiting educators and local teachers. We will work as a team.
1) Before deployment, the team of approximately 10 volunteer American and international teachers will receive from Diane Russell, workshop facilitator, relevant background information, sample Tanzanian Education Ministry lesson plan forms (obligatory) and past government exams in specific subject areas. We will correspond through email as to the best approaches to teaching these subjects in impoverished schools, yet with the benefit of the laptops.
2) Upon arrival at Honey Badger Lodge/Second Chance Education Centre, two days prior to the workshop, the visiting team members will familiarize themselves with the area, visit rural schools, meet the Education Ministry Regional Director and plan the workshop materials and the effective use of laptops. The workshop facilities are already in place at the lodge and the Second Chance Education Centre is in close proximity. The lodge has electricity and/or generator.
3) With the arrival of the local headmasters and selected teachers (total approximately 30) the workshop can formally begin:
a) Introductions and grouping of teachers according to subject field and level with an overview of what is hoped to be accomplished. Discussions about pedagogy and methodology, such as the different approaches to lesson plans; arrangement of furniture in classrooms to create interactive student groups; how to most efficiently use limited books and materials; student assessments; Socratic Method and “See-Say-Do” technique.
b) An introduction to laptops and computer technology, basic keyboarding, word processing and internet use.
4) The Tanzania Education Ministry lesson plan format will be on the computer screen and projected. Sample lessons for each of the specific lesson fields at different levels will be discussed, typed into the rubric of the lesson plan, further modified according to discussion, resulting in a creative, valid, helpful lesson plan which recognizes benchmarks of differential learning and outcomes and incorporates both teacher and student reflection and self-assessment.
5) Similarly, a variety of assessment means will be presented. Copies of government examinations will be on the computer screen and questions, approaches to answers and assessment will be discussed as a team. Sample answers can be discussed as they are typed, reviewed and revised.
6) Teachers may use the computer to create their own variations of lessons, student assessment, quizzes, and tests which allow for differential instruction and empower the teacher to use his knowledge and inherent awareness of his culture. The possibilities of preparing and printing these assessments will be explored.
7) During break and evening “English language” activities, the computers can be used for word processing and access to the internet. The oral tradition of story-telling laced with proverbs is strong in the Chagga culture. One example in keeping with the indigenous culture would be for a story to be written on the computer in a round-robin way, saved, printed and become a permanent record of the workshop. Much expansion of this technique can result: collaboration on “ngomas,” moral plays focusing on ethics and health issues; poetry, such as the work of Tanzanian poet, Shabaan Robert; excerpts from the required study of literature texts for the English language government exams.
8) Visual aids are also a vital learning tool. The internet and library can be resources.
9) Practice lessons will be presented to the students of Second Chance, who will also be introduced to the use of laptops by the rural local teachers.
10) There will be a final session of reflection and evaluation of the workshop by all participants. Networking with visiting volunteers and local teachers should continue. Reports of continued peer teaching and student progress are expected to be submitted and sent bi-annually by the headmasters to the team and the workshop directors and facilitator. Assessments and reviews will be shared as to the format of continued teacher capacity building workshops.
Capacity Building Workshop Committee, September 2009 Picture
Typical Rural Moshi Classroom Picture
Moshi Teachers and Students Need XOs Picture
APPLICATION FORM Submitted before Jan 8 Contributor Jury Meeting
[laptop.org #50418] OLPC Ideas for Moshi, Tanzania Area [Tim Russell, Virginia/Washington DC, USA]
Contributors Program/Project Proposal Form
Note: General Project Proposal with detailed enclosures was sent to Volunteer@laptop.org for project #50418
1. Project Title & Shipment Detail Name of Project: [laptop.org #50418] OLPC Ideas for Moshi, Tanzania Area
Shipping Address You've Verified: Address 1 Tim Russell, 3003 Voyage Drive, Stafford, VA 22554 Tel 540 659 1952 Timothy Bruce Russell
Address 2 Dr Peter and Mama Lucy Renju, Second Chance Education Centre, Plot 98, Rindi Road, Moshi, Tanzania Tel 255 027 2775 4494 Peter J Renju
Number of Laptops (or other hardware) You Request to Borrow:
Address 1 Needed from January to September 2010
2 XO-1 laptops 9Understand XO-1.5 not available and other items not available0
1 PV Master Solar Panel
Address 2 Needed January 2010 to September 2010 for Familiarization/Preparation
3 XO-1 laptops
2 PV Master Solar Panels
2 Foot Power Weza
Address 2 Needed April 2010 to September 2010 for Workshop
7 XO-1 laptops
7 10 watt / 14 volt solar panels
2. Team Participants
Name(s) & Contact Info: (include all email addresses & phone numbers)
Tim and Diane Russell, timdianerussell@gmail.com, tel 540 659 1952 Tim- Retired US Army Officer and Retired NATO officer - Assisted Diane's Tanzania Projects Diane: 20 years teaching experience with 15 years at International School of Luxembourg and 7 years additional work to take high school students to community service projects in Moshi, Tanzania, Schools
Dr. Peter Renju, prenju@kicheko.com, Director for Tanzanian NGO Second Chance Education Centre, retired from United Bible society where he translated ancient Greek bible into modern day Kiswahili.
The Project Committee has 10 members from the Moshi rural schools and Mama Renju is the Committee Director who operates the Honey Badger Cultural Centre.
3. Objectives
Project Objectives: See referenced proposal. OLPC input would be a major part of a sustainable, cooperative teacher capacity building effort in the Moshi, Tanzania area.
4. Plan of Action
First we need to familiarize ourselves with care and operation of XO-1 Second we need to try out different ways that XO-1 could be a classroom learning tool. Perhaps OLPC has information and lessons learned that this project could use. Third we need to find and use existing worldwide lessons that could be used in classrooms with XO-1.5 Fourth we need to get teachers from different Moshi schools to start collaboration and networking to make the most positive use of the XO-1 Fifth we need to get feedback about how the process of learning with XO-1 could be improved. Sixth we would organize additional workshops in Tanzania
5. Needs
Why is this project needed? Schools have too many students and too few teachers. Also, the schools are very spartan and often do not even have electricity. To make a change a major transformation is needed in the way learning is approached. Locally? In the US we will try to make contacts with Stafford County Schools to gain knowledge and assistance.
In the greater OLPC/Sugar community? This community has the technical and educational OLPC lessons learned that we can use to avoid problems and find the right path.
Outside the community? We have contacted the Tanzanian NGOs Second Chance Education Centre and SAIDA (help)as well as the US NGOs Friends of Tanzania and Africaid.
Why can't this project be done in emulation using non-XO machines? Low power machines are needed in an environment where the electrical outlets are few and far between. There are not many Linux users in Tanzania and we will need to self educate. It appears that XO-1 can network several laptops in same class without need for audio-visual equipment enabling the teacher to roam and student clusters to self teach. We have worries that XO-1 can not run worldwide PowerPoint presentations without major modifications. We would like to have a library of shared lessons and plans for lessons. Tanzania has standardized educational achievement tests.
Why are you requesting the number of machines you are asking for? The before April equipment is to get the project team trained before the July Workshop. The April equipment is to do "show and tells" at the more than 20 rural schools to get ideas for the areas of most interest. We would like the XO-1 machines, but rebuilt XO-1 laptops would also be useful.
6. Sharing Deliverables
Project URL—where you'll report specific ongoing progress: Where would you like us to do this? Please web-publish this entire completed proposal, removing any sections affecting your personal privacy. Ask if you want help! How will you convey tentative ideas & results back to the OLPC/Sugar community, prior to completion? Email and Contributor Meetings.
How will the final fruits of your labor be distributed to children or community members worldwide? OLPCNews Will your work have any possible application or use outside our community? Yes
If yes, how will these people be reached? We will be reporting to the Tanzanian Education Regional Director.
Have you investigated working with nearby XO Lending Libraries or Project Groups? We have tried to contact the OLPC Stanford group near Arusha which is about 100 miles from Moshi without success. The DC Lending library may have a XO available next week.
7. Quality/Mentoring
Would your Project benefit from Support, Documentation and/or Testing people? Yes Teachers' input into Usability? Yes How will you promote your work? Within Tanzania with the Regional Director of Education, Through OLPC and through interested sponsoring NGOs. Can we help you with an experienced mentor from the OLPC/Sugar community? (WEB-PUBLISHED) If YES: specify the kind of Ongoing Mentoring that will benefit you most. Similar project + use of XO-1.5 with audio-visual equipment If NO: specify who will help you share your progress, creations & results.
8. Timeline (Start to Finish)
Please include a Proposed timeline for your Project life-cycle: (this can be in the form of Month 1, Month 2, etc rather than specific dates) Between January and July 2010 prepare for workshop, July 2010 run the workshop and September 2010 prepare after action report Specify how you prefer to communicate your ongoing progress and obstacles! Email and Contributor Meetings
[x ] I agree to pass on the laptop(s) to a local OLPC group or other interested contributors in case I do not have need for the laptop(s) anymore or in case my project progress stalls.