A model for the conceptual learning of mathematics in a technologically enhanced learning environment for first-year prospective mathematics teachers

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2009 Conference, August 2009, Ghana. Over the past few years the conceptual mathematical knowledge of mathematics teachers has become a reason for concern (Hill, Schilling & Ball, 2004:11). The fragmented and insufficient nature of the mathematical knowledge of student teachers and in-service teachers, as facilitators of learning and key figures in the transformation of mathematics teaching and learning (Mapolelo, 1999:715), have serious implications for teacher training. Indications are that maths students who are products of the existing school system are not adequately prepared for the scientific and technological community of the 21st century (Matthee & Roode, 1998:1). In order to facilitate conceptual understanding teachers themselves must possess profound mathematical knowledge.

A model for the conceptual learning of mathematics in a technologically enhanced learning environment for first-year prospective mathematics teachers Presentation

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2009 Conference, August 2009, Ghana. Over the past few years the conceptual mathematical knowledge of mathematics teachers has become a reason for concern (Hill, Schilling & Ball, 2004:11). The fragmented and insufficient nature of the mathematical knowledge of student teachers and in-service teachers, as facilitators of learning and key figures in the transformation of mathematics teaching and learning (Mapolelo, 1999:715), have serious implications for teacher training. Indications are that maths students who are products of the existing school system are not adequately prepared for the scientific and technological community of the 21st century (Matthee & Roode, 1998:1). In order to facilitate conceptual understanding teachers themselves must possess profound mathematical knowledge.

Addressing quality education in Western Uganda

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. This paper explains the importance of quality education and the requisite factors that contribute to good quality education. It also explains the fate of quality education in Uganda indicating the efforts put in to remedy the situation and discusses the situation as it is now especially in the Western Uganda( challenges and dilemma)

African condition and changing goals of science and technology education

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. The paper explores the evolution of science in Africa against the perceived policy emphasis of role of science and technology (S&T) in development. The deployment of science and technology in the school curricula, and the question of relevance are debated with guiding questions such as: Who and what shapes science and technology discourse in school science? What frame of S&T best promotes development in Africa? The presentation examines a range of factors, issues and arguments in science and technology education in Africa, and proposes possible future trajectories of science and technology education.

African condition and changing goals of science and technology education Presentation

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. The paper explores the evolution of science in Africa against the perceived policy emphasis of role of science and technology (S&T) in development. The deployment of science and technology in the school curricula, and the question of relevance are debated with guiding questions such as: Who and what shapes science and technology discourse in school science? What frame of S&T best promotes development in Africa? The presentation examines a range of factors, issues and arguments in science and technology education in Africa, and proposes possible future trajectories of science and technology education.

Alternative teacher training and curriculum strategies

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2009 Conference, August 2009, Ghana.

Alternative teacher training and curriculum strategies

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2009 Conference, August 2009, Ghana.

An Assessment of the Quality of Print Medium in Distance Learning for Undergraduate Programmes in Kwame Nkrumah University of Science and Technology

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2009 Conference, August 2009, Ghana. The Institute of Distance Learning-KNUST offers courses through distance education. The mode of delivery of DL programmes in KNUST is predominantly by print medium. Two print materials, EE 287 Circuit Theory and GE 183 Principles of Land Surveying are among the twenty-five print materials used to facilitate learning in Computer Engineering and Building Technology programmes. Though current print media used by learners in the undergraduate programmes has contributed to learning by students, however, they have provided challenges to learners. Learners have reported on gaps in the learning materials thus making utilisation difficult. In order to identify and meet the needs and grievances of students relating to the suitability of course materials, the study sought to assess the quality of two print media for undergraduate studies in Computer Engineering and Building Technology programmes in KNUST.

Analysis of eLearning and Distance Learning Polices in Zambia

The paper seeks to analyse the policy making process and content of distance Learning and eLearning policies in Zambia. This is made by looking at the content of the Open and Distance Learning (ODL) Policy at the Technical and Vocational Teachers College (TVTC) and the National ODL Policy by the Ministry of Education and the ODL Policy Guidelines by The Ministry of Science, Technology and Vocational Training (MSTVT). An assessment is made of how effective these policies are and in gaps in the policies. Important lessons for Zambia and Africa are also drawn. Recommendations are made on how e-learning and distance learning policies can be made relevant to the needs of various learners.

Cell phones and student support

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. "College officials around the country find that a growing number of students are missing important messages about deadlines, class cancellations, and events sent to them by e-mail because, well, the messages are sent to them by e-mail."