Støv, bekymringer og SmartPhones - et casestudie om et mobilteknologisk koncept til lærer i Matuu, Kenya

Lundby, Katrine ; Madsen, Nikoline Kofod ; Mikkelsen, Lasse Nyhus ; Mayorga, Maria Marjorie Castillo

4. semester

It, læring og organisatorisk omstilling (cand.it), Kandidat

2017

2017-05-31

136 pages

Indledning I dette forskningsprojekt vil der være fokus på at undersøge, hvordan lærere i Matuu, Kenya, kan inddrages i en proces, således at der kan udvælges et bæredygtigt koncept, som kan understøtte lærernes daglige praksis. På baggrund af dette vil der udformes anbefalinger til, hvordan et koncept kan implementeres ved at tage højde for lærernes praksis. I efteråret 2016 var gruppen i praktik i software firmaet IST. Firmaet har gennem en årrække støttet Kilango Primary School, i Matuu, Kenya med blandt andet computere, stole og mad i tørkeperioder, dette gennem en lokal kontaktperson, der samtidig er skoleleder på Kilango Primary School. IST ønskede at gå fra sporadisk hjælp, til at lave et strategisk CSR projekt med afsæt i samarbejde med den lokale kontaktperson. I den forbindelse blev praktikgruppen spurgt om at tage til Matuu, Kenya, hvor vi skulle foretage en empirisk undersøgelse. Denne havde for IST havde afsæt i et ønske om at bygge en secondary school, samt undersøge om dette var den ideelle måde for virksomheden at hjælpe de lokale aktører og lokalsamfundet på i Matuu. I forbindelse med vores feltarbejde i efteråret 2016, fandt vi at lærerne ønskede at udvikle deres IKT kompetencer. Samtidig fandt vi at lærernes forståelse af IKT, var henvendt anvendelse af computere. Vi fandt dette aspekt interessant, da computere er dyre og svære at vedligeholde og derfor er der ikke ret mange lærere i Matuu, der ejer en computer. Samtidig observerede vi at de fleste lærere gik rundt med en masse uudnyttet potentiale i deres lommer, nemlig deres smartphones. Med afsæt i lærernes ønske om at forbedre deres IKT kompetencer, valgte vi, i dette projekt at fokusere på teknologi, som lærerne har tilgængeligt, smartphones. Med afsæt i ovenstående undren, ønskede vi at finde ud af, hvorledes lærerne kan inddrages i en proces, således at de er med til at udforme og løse problemstillingen.

Research on teachers’ use of mobile devices in Kenya are almost non existent. Despite the fact that this group is well-equipped with mobile devices. There is much written about mobile learning and its various pedagogical practices and issues as well as the theoretical framework developed to support the studies in this field of literature. However, much has been written about the many challenges that Africa have in connection with the use of mobile technology. This master thesis seeks to explore how teachers in Matuu, Kenya can be involved in selecting a sustainable concept that will be useful in their daily practice and which recommendations can be conveyed for implementing the concept after doing research in this particular field. The thesis works from a Social Constructivist point of view, and Action Research standpoint, where both knowledge and reality are considered to be dependent on social contexts. By directly engaging in the social practices that occur in the field, the researchers chooses to be participants in the field rather than being observers. By doing this, the researchers can both contribute to the desired social change and gain new knowledge and insight into the research field. Through this thesis we seek to find the teachers’ needs and wants in connection with the use of mobile technology in their day to day work. This will be done through the action research method User Innovation Management. To find a concept that can be sustainable in the teachers context, we need to taking into consideration the issues that might be in a developing country like Kenya. This includes addressing social, environmental and economic sustainability, as highlighted in the report on the World Commission on Environment and Development (1987). This is done through produced empiricism that will be taken into consideration by a number of selected theories. There have been five workshops, which have been executed to create a space in which there is room for dialogue, where discussions appear, where the individual co-researchers feel safe and can express their own opinions and address them to the other co-researchers. Furthermore the thesis uses two questionnaires that seeks to examine attitudes and perspectives of the relationship between the teachers and mobile devices. Hereby the project seeks to make an understanding of how teachers perceive and use mobile technology, as well as the concerns. To put a perspective on these elements the project will be using the theories of Rogers (1995) Diffusion of Innovation, Davis (1989) TAM and Hall (1975) CBAM Wengers (2003) Community of Practice and Technology Stewards (2009) are involved to create perspectives on learning, including how learning communities are expressed in the local context. Dewey’s Learning by doing (1971) is used to gain an understanding of how teachers regard learning. In addition, Norman's seven design principles (2013) will be used to look at which elements should to be taken into account, when making a good design. In order for the concept to be sustainable, it must be implemented, in regards to Rogers' five stages of adaptation (1995). This to shed light on the innovation decision process, if the teachers consider the presented concept to be useful in their daily practice. Finally the thesis end up with a set of recommendations for implementing the chosen concept. KEYWORDS: Mobile technology, ICT teachers, Matuu, Kenya, Africa, Action research, social constructivist, Rogers, Davis, Hall, Wenger, Dewey, Norman, Diffusion of Innovation, TAM, CBAM, Learning by doing, Designprinciples, UIM

Mobile technology, ICT teachers, Matuu, Kenya, Africa, Action research, social constructivist, Rogers, Davis, Hall, Wenger, Dewey, Norman, Diffusion of Innovation, TAM, CBAM, Learning by doing, Designprinciples, UIM

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