The integration of ICT in teaching and learning at Hagadera secondary School Dadaab Camp

Technology For Education

Information and communications technology (ICT) play an increasingly important role in the provision of education in refugee setting and areas affected by conflict and crisis. WIK has embraced innovative, cost-effective and scalable Education Technology to deliver and enhance access to quality education, through a number of projects that draw heavily on ICT.

1. Instant Network School (INS)

The platform provides access to technology and educational content with the aim of improving the quality of education for students living in refugee camps. Students and teachers use tablets in designated E-learning centers/schools to access digital education content over Safaricom’s mobile network. Each of our ‘Instant Classroom’ is equipped with tablets pre-loaded with educational software. The project is solar powered as this model is designed to work in areas without electrical connectivity. From our teacher perspective, use of this technology in instruction makes it enjoyable to teach and has improved ICT literacy not only among them, but also the students. It has also improved student motivation and engagement in the classroom. Students on the other hand appreciate the use of technology in the classroom as they can access lessons anytime and anywhere and can later revise for concepts that are difficult to analyze during class time. This has translated to improved academic achievement. Where textbooks are not readily available, technology becomes an alternative for teaching and learning resources.

2. Teacher Training: The Quality Secondary Education in Emergencies(Q-SEE) project

In refugee settings, refugee teachers often receive minimal or no training at all, and many draw on their own educational experiences. Where training is available, it is often in the form of one-off workshops. Q-SEE therefore aims to provide teacher training education for refugee teachers that culminates to certification in Diploma in Secondary Education The model combines on-site and online instruction in teacher training which draws heavily on ICT through activities like mobile mentoring which involves pairing a trainee teacher with a global mentor that they engage with through the web for on-going support and mentorship. Technical infrastructure and ICT teaching and learning tools and resources are also provided for onsite instruction which involves a team-teaching (pairing unqualified trainee teachers with qualified teachers as teaching assistants), training on child-centered pedagogical approaches among others. The aim for teachers who participate in this programme is for them to be better prepared and equipped, to develop higher confidence and a have a stronger sense of purpose as educators.

3. Borderless Higher Education for Refugees [BHER]

Borderless Higher Education for Refugees (BHER) Project offers internationally recognized and accredited academic programmes at the level of certificate, diploma and degree to refugee and local host populations in Dadaab, using a blended learning model. The project supports onsite and online programme delivery through the BHER Learning Centre in Dadaab managed by WIK, and in partnership with other consortium partners in Canada and Kenya. Teacher Education training for Primary and Secondary is offered at certificate (1 course) and diploma (2 courses) levels alongside six other degree programmes in education, health and liberal Arts. Credit transfer among various university programmes allows for “stackable” credentials. Students are able to earn a certificate or diploma at each level of study, incrementally building towards earning a degree. To the beneficiaries, the project bears tuition fee costs as well as all other costs associated with the delivery of these programs.

4.  ICT Capacity Building Trainings for WIK Teachers

Poor teacher training and induction for ICTs leads to poor results from ICT-led educational initiatives. Thus, continued teacher development positively correlates with successful up-take of ICTs. WIK therefore facilitates ICT training workshops for national and refugee teachers for maximum impact of the role that ICT plays in enhancing the teaching and learning process. Training areas may include how to track students and manage and monitor learning, tailoring ICT interventions to particular needs of particular student groups and how to integrate them with appropriate pedagogy, et cetera. WIK partners with top ICT training institutions to provide this quality training.