Two papers published in ‘AJET’ about VVOB programmes in Asia: ‘Building the ICT capacity of the next generation of teachers in Asia’
In August 2012, two papers on the design, implementation and evaluation of capacity development programmes in VVOB partner institutes in Asia were published. You can find them in the special issue of the 'Australasian Journal of Educational Technology' (AJET) on 'Building the ICT capacity of the next generation of teachers in Asia'. Both articles can be downloaded below. The full journal is on the AJET website.
"Introduction of ICT and multimedia into Cambodia's teacher training centres"
By David Dionys, VVOB Cambodia
"This article describes the integration of ICT in the teacher training centres of Cambodia. It focuses on the collaboration between the Teacher Training Department of the Ministry of Education, Youth and Sports (MoEYS) of Cambodia and VVOB, which is aimed at improving ICT integration in pre-service teacher training. The article firstly provides an overview that outlines the major challenges the country is facing regarding ICT integration in education, and teacher training specifically. Then it will explain the strategy chosen to improve the quality of education, followed by a discussion of the concrete actions that were taken. While the integration is an on-going process, some intermediate impacts and findings are discussed. This short paper concludes with a look at the challenges lying ahead."
"The limits of programmed professional development on integration of information and communication technology in education"
By Jef Peeraer, VVOB Vietnam and Peter Van Petegem, University of Antwerp
"In the framework of a development cooperation programme on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year programme. We describe how the framework on Technological Pedagogical Content Knowledge inspired the development of the programme. In a longitudinal panel study, we followed a group of 1191 teacher educators (the 'total accumulated population'). We describe the trainees’ reaction to training and learning outcomes and we compare the use of ICT by educators who participated in the programme with those who did not participate. Data was collected from self-reported questionnaires and focus group interviews. Comparison of the use of ICT for teaching over the course of the programme shows that an ICT core group of enthusiasts made significant progress in integrating ICT into teaching practice. Exploratory multiple regression analysis highlights technological pedagogical knowledge and membership of a community of practice as significant factors for improved use of ICT. Nevertheless, the elements of the professional development programme explain only 26.2% of variance. We discuss the extent to which programmed professional development can have an effect on integration of ICT in education and reflect on how to make training programmes more effective."
AJET is a refereed academic journal. It publishes research and review articles in educational technology, information and communications technologies for education, online and e-learning, educational design, multimedia, computer assisted learning, and related areas. AJET is published by the Australasian Society for Computers in Learning in Tertiary Education.