The projects’ team is currently working on identifying the needs of the disadvantaged populations in Israel (the Bedouins in the south of the country) and in Morocco (populations located in remote geographical areas).
In the process of working to identify the gaps between these target populations and the interventions needed to narrow this gap, the team also discussed the relevant terminology for conducting the gap analysis and for providing recommendations to bridge over the gap through courses that will be designed (WP3) and executed (WP4) starting October 2024.
Following are some preliminary insights from the literature review written by the Volcanic partners:
The literature review, conducted by the volcanic partners, was divided into four sections: Identifying the current state of ICT use in teaching and learning; The desired state; Identifying the gaps; Providing some recommendations.
Thanks to the international nature of the consortium, the databases that were searched provided the most significant papers in Spanish, Polish, Portuguese, Arabic and Hebrew. As of May 2024, a collection of nearly 30 texts became available for the Volcanic consortium and each member can read and analyse them. A summative report will be prepared by July 2024.
Some insights we have already obtained relate to the main characteristics of the gap, between the existing situation and that of the desirable one in Morocco, for example: A lack of technological tools and infrastructure in schools and HEIs; A centralized approach to teaching that is based on a rigid curriculum and on text-book based teaching, and that deliberately ignores the use of technology for learning purposes. In addition, there is the teachers’ fear of using technological tools, a fear that is accompanied by a lack of appropriate pedagogy for ‘teaching that makes effective use of technology’.
The current situation in Israel is similar as specified below:
- ICT Integration in Education: The adoption of ICT in Israeli education varies significantly according to socio-economic and ethnic disparities. Programs aimed at increasing digital literacy have been implemented, but challenges in advanced digital skills still exist.
- Barriers on the way to Effective ICT Use: These include limited access to advanced technologies, insufficient training for digital skills, and a lack of support for marginalized groups particularly in remote or economically disadvantaged areas.
The main recommendations for improving the situation in Morocco, concern: The establishment of appropriate technological infrastructures in schools and in HEIs; The development of technological tools dedicated to the teacher’s work (for monitoring the students’ achievements, for choosing appropriate technological tools for teaching their content area, etc.). In addition, in both Israel and Morocco, emphasis has been placed on trainings programs so as to enable teachers to develop professionally. This is done through the use of technology, and the exposure to current technological tools that enhance technology-supportive pedagogy that uses of computational thinking and ICT.
One of the Moroccan studies presented in the review, referred to the use of cell phones in teaching. In this case, researchers identified the need to make better use of cell phones as tools that can permit students to contact existing platforms for learning and for evaluating their academic achievements.
Other studies, presented by the European partners, presented similar gaps between what is present and what is desired regarding the use of technology by school and HEIs’ teachers. The cases, presented in the review, emphasised the need for a preliminary examination and identification of the target populations’ specific needs in regards to using technology, in order to develop dedicated training courses to meet these needs.
The literature review provides a wide range of interpretations, and it is clear that the Volcanic project can answer a very small part of the gaps described in the review. However, it is important to emphasize the need for cooperation between the policy makers and factors that invest in developing tools and technologies for disadvantaged populations in remote areas – making them accessible and useable for the development of new pedagogies in HEI and schools.
It is important that the partners in the Volcanic project form relationships with policy makers and economic factors that invest in narrowing the digital gap at the regional and national levels, in Morocco and Israel.
Volcanic’s Point of View and Contribution
The project’s team is now fully involved with collecting information about gaps regarding the effective inclusion of technology in education. This is done via a quantitative study in the partnering countries. To this end, a digital questionnaire was designed in English and translated into Arabic and Hebrew.
The i-TPACK model (Mishra, Koehler 2006), as adapted by Slootman et al. (2023) was chosen. The model proposes building learners’ knowledge (K) by including technology (T) in education in the context of pedagogical (P) principles and practices and a content-sensitive approach (C). Slootman et al. (2023) proposed to add an inclusive aspect so as to as build up learners’ knowledge also on the principles of inclusivity and respect for diversity. The research is on its way now. The results will be analyzed statistically in order to support the project with evidence-based recommendations for future developments.
The project’s team is also currently working on designing the courses that will be implemented in fall of 2024. Following are some central points related to the design of the courses in light of the special needs of the Bedouin population in Israel (as discussed during the projects meeting (WP3), 15.5.2024):
- Course: Eentrepreneurship in the Community. It will be a challenge to identify the special needs of the Bedouin society and to tailor the course accordingly.
- We plan to formulate guiding rules that will help us make a change regarding entrepreneurship within the Bedouin society. These rules will support our understanding on how to assimilate these changes within the society.
- Using Gen AI in EFL: in our course the challenge is how to cultivate critical thinking and creativity. In many cases Bedouins do not tend to ask questions, and to criticize. This is very important when you use Gen. AI for language teaching. It is easy to use AI for language teaching (comprehension and writing), but one must be very critical while using it.
- PBL for Bedouin Teachers – M.Ed. One of the teachers reported: “All my students are women and they are reluctant to work in the lab”. This forms a gap between the theoretical scientific work and the hands-on work in the lab.
- Training Kindergarten Teachers to Work with ICT. The main obstacle here is the lack of equipment. There are hardly any working computers and most of the Bedouin children do not have smart phones.
- Overarching Challenges for Morocco and Israel with the Courses’ Design
- Teach the Gen.AI language (train the prompts).
- Teach the logic of PBL, promote critical thinking and creativity.