ReportTraining of Trainers Workshop on

Use of ICT in Science & Math Education inSecondary Schools in Egypt

10-14 March 2002Ismailia, Egypt

Collaboratively organised byUNESCO Cairo Office

AndSecondary Education Enhancement Programme (SEEP)

World Bank / PPMU /MOE

EXECUTIVE SUMMARY

The National Training of Trainers Workshop on "Use of ICT in Science and MathematicsEducation in Secondary Schools in Egypt" was held in Ismailia, Egypt, during the period 10 - 14March 2002. This workshop was collaboratively organized by UNESCO Cairo Office and theSecondary Education Enhancement Program (SEEP) ofthe World Bank / PPMU / MOE.

The workshop was attended by 29 participants from nine governorates including: 18 teachers, 5supervisors, 3 researchers, 1 technical manager and 1 inspector, the participants were specialistsin mathematics or one ofthe four science branches: Chemistry, Physics, Biology and Geology.

The main aim of the workshop was to provide participants with the skills to deliver trainingcourses to groups of Mathematics and Science high school teachers on the use of ICT in theirsubject areas. A secondary aim was to identify those participants who showed a high level ofcompetence and could form the first cadre ofnational trainers.

The instructors for the workshop were Mike Aston and Geoff Strack, both respected figures inICT and education throughout the United Kingdom and members of the National Association ofICT consultants in the UK. Both instructors have extensive experience of working internationallyand this was Geoff Strack's fifth workshop in Egypt for UNESCO. All participants were pleasedwith the workshop and expressed their eagerness to share their skills in the training of furthergroups ofEgyptian teachers.

RECOMMENDATIONS

• Request that the MOE purchases copyrights of the necessary software for the use of schoolsin Science and Mathematics;

• Make available technical support during training workshops;• Include ICT in the training workshops for promotion;• Make available continuous training for the selected group, so that they are kept up to date;• Request that the MOE assists in the purchase of laptop computers for trainers;• Provide inspectors with training on, and access to computers;• Offer the programme well before the training;• Extend at the end of the training, a CD-Rom containing the programme and everything

covered during the training;• UNESCO is to supply training guide; in Arabic, for subject teachers;

TABLE OF CONTENTSPage No.

I General Outline of the Workshop 3

11 Background 3

III Aim and Objectives 4

IV Account of the Activities 6

A. Introduction 6

B. Individual Sessions 7

1 Getting to know each other 72 Using Information Handling Software to analyse data 83 How ICT can Support Teaching and Learning 94 The teacher trainers' role 145 The Importance OfICT in education 156 Using Decision Tree Software 167 Making presentations 178 The importance ofplanning 209 The internet and its role In education 2310 Spreadsheets in Mathematics and Science 2411 Planning the Programme for one day 2412 Evaluating training 2613 Evaluation ofthe workshop 2814 The questionnaire 29

C. Recommendations 29

V Annexes

Annex 1 Programme ofactivities 30Annex 2 List ofparticipants 33Annex 3 Welcoming address 35Annex 4 Participants work on why use ICT? 36Annex 5 Giving an effective presentation 38Annex 6 Areas to cover when planning 39Annex 7 Participants' work on planning 40Annex 8 Internet tasks 41Annex 9 Maths and science websites 43Annex 10 Spreadsheets in mathematics 48Annex 11 Programme for one day's training 49Annex 12 Why evaluate 50Annex 13 Software used and provided by UNESCO 51Annex 14 Evalu~tion sheet and results 53Annex 15 Questionnaire 55

I. GENERAL OUTLINE OF WORKSHOP

"The National Training of Trainers Workshop on Use of leT in Science and MathematicsEducation in Secondary Schools In Egypt" was held in Ismailia, Egypt, during the period 10 ­14 March 2002. This workshop was collaboratively organized by UNESCO Cairo Office and theSecondary Education Enhancement Program (SEEP) of the World Bank / PPMU / MOB. (Detailsof the programme can be seen in Annex 1)

The workshop was attended by 29 participants from nine governorates including 18 teachers, 5supervisors, 3 researchers, 1technical manager and 1 inspector. Participants were specialists inmathematics or one of the four science branches: Chemistry, Physics, Biology and Geology.(Details of the participants can be seen in Annex 2)

The main aim of the workshop was to provide participants with the skills to deliver trainingcourses to groups of Mathematics and Science high school teachers on the use of ICT in theirsubject areas. A secondary aim was to identify those participants who showed a high level ofcompetence and could form the first cadre of national trainers. The workshop aimed at providingparticipants with:

• Increased competence in using software tools to support the teaching of Mathematics andScience;

• Increased competence in using subject specific software to support the teaching ofmathematics and science;

• Increased awareness of the wealth of learning resources in the areas of Mathematics andScience available on CD-ROMs and from the Internet;

• Confidence in delivering sessions on a training course;• Skills in directing a training course;• The skills and confidence to join a network of National trainers on the uses of ICT in maths

or science education

The instructors for the workshop were Mike Aston and Geoffrey Strack, both respected figures inICT and education throughout the United Kingdom and members of the National Association ofICT consultants in the UK. Both instructors have extensive experience of working internationallyand this was Geoff Strack's fifth workshop in Egypt for UNESCO. All participants were pleasedwith the workshop and expressed their eagerness to share their skills in the training of furthergroups ofEgyptian teachers.

11. BACKGROUND

At a time when knowledge is surpassing production of goods and services as the main feature ofeconomies, information and communication technologies (ICTs) have become more and more anintegrated part of development strategies. The role of ICTs in and for education is expanding inmany countries, and its use elsewhere is seen as both a necessity and an opportunity. Mostrecently, the UNESCO Dakar Framework for Action (April 2000) identified the use of newinformation and communication technologies as one of the main strategies for achieving the EFA(Education for All) goals.

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Teachers are central to effective learning. They also represent the most critical element and thebiggest investment in the educational enterprise. Thus, their preparedness and professionaldevelopment is not only desirable but also necessary for the success of learners, schools andeducation systems. It is obvious that teachers cannot be prepared once and for all. One shot oftraining, no matter how effective and successful, will not suffice. A new paradigm must emergethat replaces training with lifelong professional preparedness and development of teachers thatencompasses initial preparation and training, structured opportunities for retraining andupgrading, and continuous on-the job support.

ICTs can contribute significantly to all three components:

• ICTs and properly developed multimedia materials can enhance the initial preparation byproviding good training materials, facilitating simulations, capturing and analysing practice­teaching, bringing into the training institution world experience, familiarising trainees withsources of materials and support, and training potential teachers in the use of technologies forteaching and learning.

• ICTs open a whole world of lifelong upgrading and professional development by providingcourses at a distance, asynchronous learning, and training on demand. ICTs have theadvantage of ease of revisions and introduction of new courses in response to emergingdemands.

• ICTs break the professional isolation from which many teachers suffer. With ICT, they caneasily connect with administrations, with colleagues and mentors, with universities andcentres of expertise as well as sources of teaching materials.

Most developed countries of the world. have extensive programmes of Internet development inthe sphere of education. The overwhelming majority of the developing countries, despite manydifficulties, problems and fears, are seeking to take part in this formation of a global educationalcommunity. In doing so, the order and analysis of positive experiences of Internet usage ineducation becomes an urgent problem for each country and the global community as a whole,looking to reap the benefits, as well as avoiding the negative aspects and undesirableconsequences of its use.

Egypt is grasping at the opportunity to move forward significantly in the crucial phase of theprofessional development of teachers, focusing in the first instance on two rich areas of thecurriculum, namely Mathematics and Science. Training the trainers on the use of ICT in thesetwo areas is a vital component of national development.

III AIMS AND OBJECTIVES

OVERALL AIM

Create a group of national trainers who will be able to provide high quality training and effectiveleadership for teachers throughout Egypt.

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They must be able:

• Communicate orally and in writing;• Plan and lead a sessions effectively;• Have good judgement and integrity;• Work as an effective member ofa team• Demonstrate good use oftechnology in mathematics/science• Demonstrate good knowledge of their subject area;• Work as a colleague and a leader;• Show willingness to work beyond the call ofduty;• Manage and organise their time efficiently;• Conduct successful evaluations.

LONG TERM OBJECTIVES

I. Establish a model for the training of teachers to use ICT in mathematics and scienceeducation;

2. Ensure that the effects of the training reaches all schools;3. Provide easy access to ICT resources for students to help them with their learning;4. Produce first class software and Internet resources in Arabic;

Dr Ghada Gholam explaining the aims to participants

SHORT TERM OBJECTIVES

1. Identify Egyptian teachers who would make first class trainers;2. Provide resources and support for teachers who can provide workshops for other teachers on

the use ofICT in mathematics and science education;3. Identify good practice in Egyptian Schools on the use of ICT in mathematics and science

education;

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4. Identify and disseminate science and mathematics software and other resources be useful forEgyptian Schools;

5. Provide the impetus that will enable teachers who are interested in furthering their skills inICT to be able to do so;

6. Provide seminars for head-teachers and decision makers to demonstrate the potential of ICTin mathematics and science education.

IV. ACCOUNT OF THE ACTIVITIES

A. INTRODUCTION

The welcoming address, in absence of Dr Ghada Gholam, was given Dalia Khalil .(This can beseen in Annex 3)

Compared to previous workshops, the focus this time was on how to deliver training rather thanon how to use a range of software to support teaching and learning in mathematics and science.

It was expected that some participants would need to revise their skills in using software such asPowerPoint, Excel and the Internet. Although, this was planned for and included in theprogramme, there was much less time for it than in previous workshops. Getting participants toaccept this was not easy, as they still wanted time to develop their own expertise on thecomputers. However, in order to meet the overall aim as agreed by UNESCO, we had toconcentrate on those aspects which trainers must know about. These included:

• Getting people to work together• Importance ofICT• Planning

o Whole programmeo Day-by-day

• Presenting• Evaluating

Early on, the participants were organised into three maths groups and three science groups.Throughout the workshop they worked together as teams in responding to the range of activitiesthat were set for them. As the week progressed there was a significant improvement in the way inwhich they worked together. There was also some movement between groups as participantsfound it easier to work with some people rather than others. An interesting development to beencouraged another time was some healthy competition between the maths teams and the scienceteams.

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B. INDIVIDUAL SESSIONS

1. Getting to know each other

Experience shows that one of the most valuable aspects of any training session is the exchange ofideas between participants. They all come with knowledge and experience that deserve to beshared. Unfortunately, most of the participants don't get the chance to know each other andunless some form of positive action is taken the course is over before most people know eachother. What often happens then, is that several people find they have a common interest much toolate to do anything about it.

Throughout the UNESCO training programme it has been our intention to make the most of theopportunity offered, so on each occasion we have started with what is known as an "ice- breakingactivity" which is designed to quickly allow people to know each other. We have used arelatively simple one but many more can be found on the Internet such as those as at:

http://lonestar.texas.net/~tsberry/swepage/ice.htm

http://www.flora.org/mike/poped/icebreakers.htmI

Participants were asked to pair up with someone whom they did not know. They were then askedto write on one side ofan index card a range of information about their partner. This included:

Famous Teachers

[] Name and qualifications

oSchool and where

oTeacher for how longoSubject

o First nameo Name of their schoolo Governorateo Years they had been teachingo Subject special ism

PowerPoint slide showing aphotograph of a participant andthe information that theywere asked to provide;

After fifteen minutes, partIcIpants were provided with an information-handling template intowhich they were invited to enter information about each other. Guidance was given on how tocomplete this and they were advised to save their work to floppy disks provided. The sessionconcluded with participants sharing their work with each other.

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The fact that people were talking about something they knew about and were interested inprovided them with the confidence to stand in front of the audience and on the first day. Thissession had the additional function of providing participants with the confidence required for thefollowing days work.

2. Using Information Handling Software to Analyse and Present Data

Participants were invited to key in data that they had found out about a colleague in the workshopthat they had not met before. An example data entry is shown below. The time taken to reachthe Ismailia Training Centre from the participant's home and the number of years teaching wasrecorded in order to have some numerical data for graphical and statistical purposes.

®I'hftlri,"·MnMMMbl"I'iiH"'t11EJo 0... R_ f.:<il ~ew Record F"'.ll JlplDno tie<>

IDI~lliiIllal~lllIlrmIBilI rn (ill

FAMNAME IL..D_8rwl_S_h ----'1

FIRSTNAME IL..H_'S_h8_m ----'1

SUBJECT ~I~~===-__-==========____.IYRSTEACH LI1_3 -'

TRAVEL l-Jc_8r ---'

TIME 1L..1_20 ----'

GENDER ILM --'

Record4ofJO NUM

..=;==::....JI.==:;:...._,I-'~:::.E""..,.::::.__......JilFDFIe>ODATA-••• 1!Ir....-tWud I ~1:l"'~ UlPM

In an arrayed format, the data is displayed thus:

_ ~ x

AsIan ,... Mlthtmllies 3J c.... lIDl M1<100"''' Adol ""yea 20 .- 2700.4VllUOOf Mogdy Biology 23 ,- 120 M0arWIsh Hi;hom GooIogy 13 '" 120 M........", -. Saence. Phpecs 29 .- 120 FElSl£I<H TAHA MAlliS 19 BUS 2000.4ElH)AWY REllA MAlliS 20 ,- 90m_Rhman loo!a ...... :u ea. 3J F_..

Sam. Malh. 18 Cl' 3J M~o ABIlAUA MAlIi 13 CAR II1l hiREF.AlEV Soblly sCIence 12 .- 13J mIIIohomod Sa" BeetncalEnglneer 32 Bus 900.4I<holI Magd)' GooIofly ,. T.... SIll m,"y lolly ""yea 16 ,- 120 ME_...

_mmo<l_Moth. 71 hue 180 m

..ad amol m..... 12 'w 120 mS-. ..... ....... 7J t,..,..c. SIll fHlfI"lmtcf mA MAlliS 17 train,bus 9lIl F-- AI>mod MATHS 8 Trlfn, ca' Tlllm"''''y NiIo'EO MATHS D lAAlN 120 hiHUSSEW MOHAMEO SCIENCE. CHEMISTllV 2S AIR.CAR 2<0 M...., Moharnm~ s...neo 2S bus 180 mSoad .."., ....h 12 Cl' 120 FABElOEl MASEEH ISIW< MAlIi 10 AIR.CAR 2<0 hi- Faren Chamiauy 20 Bu. 240 FMmacl ....... cherrutry. phyi«:$ 15 bus :Bl f.~ ..."'. Rlnlf'l(.l;V ,. Te... .,.., .

3) flCOfdt

FprHeIp prenF1 NU

~.Je...- UFD_"·P... , ••_Wad ,_~'\ll"'("lQ07""

8

Pe: ~ .6ePtrt Ell: YJII'l" llWSl FDl~ QptCr. ti~

~@iWiJ!JIfI!llI.v.IEelelxlffi IAIOIIlIII!!!!

TIMED:IJ

'500

lOO)

500

~~'X)t

O+"""'--~-~--'-~-~--.-J5 1:' 19 ;;S 33 40

r =0.3342 YRSTEACH'---------

Males v Females on the Course

In the left scattergram we can see thatthere is a very low correlation betweenthe number of years teaching and timetaken to reach Ismailia from home. Thisis not unexpected and perhaps skewedupwards by the two course directorsfrom London who have both beenteaching for lengthy periods and tooklonger to reach Ismailia than any of theother participants.

Total Years Teaching by Gender

GENDERAM 73.3%BF 26.7%

A

B

GENDER

AM 74%BF 26%

Total YRSTEACHA

B

The two pie charts obtained from the data are interesting in that duration of teaching is evenlyspread over gender. It is to be noted also, that the 30 participants have between them 635 yearsexperience ofteaching - an extremely rich human resource.

3. How ICT Can Support Teaching and Learning

This introductory session was presented using PowerPoint software and was intended to set thescene, provide some provocative statements and offer the participants opportunities to reflect ontheir intended mission.

Slide 1

IeT in Teaching & Learning

WHY?

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Governments, local authorities, schools andindividuals have contributed significant levelsof funding to enhance the use of leT inteaching and learning in all parts of the world;more so, of course, in the developedcountries. We need to ask the question ­why?

Slide 2

Slide 3

Slide 4

Slide 5

'He who controls the pastcommands the future.

He who commands the futureconquers the past'

George Orwell ('1984')

In Post-Industrial Society:

- the three dominant 'industries' will beEducation, Health and leisure (TomStonier)

- technical skill becomes the basis of power(Daniel Bell)

- education becomes the mode of access topower (Daniel Bell)

Changes in technology hardware:

- 1T1Inlaturlsatlon

- memory capacity

- speed of operation

- cost

- the human-machine Interface

Changas in ColMlUllication:

- access to .nformatlon - anywhere, anytlme

- publishing on demand

- publishing to a global audience

- terrestrial and satellite broadcasting

George Orwell, a British writer, wrote aprophetic novel in the middle of the 20th

century looking forward to the year 1984when the 'state' controlled every action andthought of the 'individual'. Is this prophecycoming true with developments in artificialintelligence?

Two 20th century educational philosophers(Stonier and Bell) have made predictions thatare fast becoming truisms. Closer to home,the technical support for this workshop iscrucial for us all to take part and contribute toprogress in our work.

The rate of change of technology parameterssuch as physical size, speed, cost and the wayin which we communicate with differentsystems shows no sign of decreasing. This isboth good and bad news for education.'Good' in terms of access and 'bad' in termsofkeeping abreast.

In theory, we can access 'learning' ondemand and publish to a worldwide audience- by a variety of communications strategies.The digitisation of knowledge offers an all­pervasive network available to all.

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Slide 6

Slide 7

Slide 8

Slide 9

Changes in software:

- graphics

- dlgltlsatlon - Images, video, sound

- translation

- prediction

- artlflc.allntelhgence

.~J J"r 1:

Changes in teaching and 'earning:

- Impact on the school ond the curriculum

- role of the teacher

- e-learnlng

- Indlvlduahsed learning

- hfelong learning

The Digital Divide

Information + Education=

Wealth

Our MiSSionWe at lamar Elementary School beheve that eachchild can succeed In a multi-cultural changing societyTo succeed, all students must consistently masterthe basiC skills of hterocy, rvmeracy and ICTThe purpose of lamar IS to provide a multi-facetededucatloool programme of learning excellencenecessary to meet the demands of today'stechnological, informatIon-based society.We therefore accept the responslblhty to teech allchildren In order that they fully meet theireducational patentlal.

Computing has rapidly moved from'computation of number' to manipulation ofdigitised information - textual, graphical andaural. It is possible to translate electronicallyone spoken language to another, predictphysical behaviour and begin to model thevery nature ofhuman thinking.

All of these rapid advances in technology areimpacting every aspect of teaching andlearning. We can extend learning (andteaching) beyond the confines of thetraditional school and beyond the typicalstudent age range. We are all learners now.

There is much talk today of the digital divide- between the rich and the poor, between theNorth and South and between the young andthe old. Information is abundant on everysubject but education is not so readilyavailable. Combine the two and we have thewealth ofknowledge.

This is a page from a neighbourhood primaryschool's website that clearly states itsmission. Note the 'inclusiveness' of allchildren and the linking of ICT withnumeracy and literacy. This mISSIOnstatement has not been imposed from on highbut agreed between the school managers.

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-~

~

Slide 10

Slide 11

Slide 12

Slide 13

Information and CommunicationsTechnologies ore:

)oa methodology to support teachingand learningand)oworthy of study in their own right

Tomorrow's Survivorswill beflexible

adaptableable to communicatewilling to ca-operate

creatIVe thinkersinvestigators

(scoentofic. mathematocal and historICal)able to handle Information

researchershfelong students

comfortable with information and communicationstechnology

.~

~

National Responses to the lCT challenges vary:

> economIc (creote a skilled work force),. pedagogICal (Improve teaching and learning)

> access to education (speCial needs)

> leT Literacy for all ('life skill')> partICIpation In global society (bridging the'digital divide')

The Universal Right to Education(lINESCO's 'Education for All')

- literacy

- numeracy

- lCT competence?

- what else? Science?

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In many ways, ICT has a unique place inthe curriculum. Teachers and learnersalike use ICT to illustrate concepts,produce graphs of impenetrable seriesetc.. At the same time, other teachers andlearners may be studying how thesesystems work and designing others tosolve problems and test hypotheses.

This list of attributes was produced by agroup of senior company managersconcerned with recruiting employees towork in their factories and offices. Notehow well ICT maps onto the list, whichcould easily act as a check for teacherswhen planning lessons and schemes ofwork.

Governments, educational decision­makers and head teachers respond indifferent ways to the challenges affordedby ICT. Of course, there is a strongeconomic argument for producing anICT-literate labour force but thepedagogical arguments are gainingsignificant ground.

UNESCO champions the Universal Rightto Education through its maxim of'Education for All' and now includes ICTcompetency as more than a desirable skillto be acquired by all children. We needto ask the fundamental question - whatskills and applications will children needto survive in the future?

Slide 14 11 ..~New ways of Teaching

and Learning• by investigation and

discovery• at a distance• lifelong.????

Slide 15

What are theconsequences of not

introducing anddeveloping lCTs into

the educationals stem?

The nature of ICT is such that it is also acatalyst for changes in how we teach andlearn. Many curricula are evolving toreflect these changes. For example, theconcept of constructionism is gainingmuch acceptance, as is learning byinvestigation rather than by repetitionregurgitation.

This is a question that you shouldconsider in your groups and in thecontext ofyour own vision of the future.

Slide 16~~

'Anyone who stops learning is old,whether at 20 or 80.

Anyone who keeps learning staysyoung'

Henry Ford

Henry Ford was a wise old man andcertainly practised what he preached.

4. The Teacher Trainer's Role

BEING A FACILITATOR

1. Encourage self-correcting rather than correcting.2. Guide and challenge rather than lecture and to tell, which will foster 'guided discovery~

3. Create a trainee-centred environment that fosters exploration

The following points are ideas for you to use with the teachers:

1. Allow explorationThe teachers need time to experiment with new ideas even if this experimentation is not directedtoward any clear goal. At fIrst, it may be difficult to distinguish constructive exploration fromsimple experiment .Through observation, you will eventually know when the exploration is nolonger productive. At this point, you can suggest a different activity.

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2. Suggest activities that are within the teacher's abilityWe plan for a range of activities; also, many of the ideas could be developed into projects. If ateacher has an idea for a project that we feel is too advanced, we will carefully suggest amodification of the idea that is within their capability. This can be a delicate situation becauseyou still want to make the idea challenging for the teachers. A project may be developed at afurther time.

3. Give ideas without always giving answers.This strategy requires good judgement on your part. If you feel the teachers are overwhelmed bya confusing situation, it is important to give direct answers so that they can overcome theirproblems. In other situations, it is often helpful to give just enough information for the teachersto discover the solutions on their own.Reminder: Making mistakes and correcting those mistakes (bugs and debugging) arefundamental to learning Logo, and a good basis for problem acquiring solving skills.

4. Introduce new concepts and techniques when the teachers are ready to use them.You must be sensitive to the right timing of the introduction of a new concept or technique.

5. Review concepts and techniques that have been learned.In a "learning by doing" approach, the teachers often apply new concepts/techniques beforeunderstanding the process involved. Reviewing concepts and techniques after the teachers haveused them in their work reinforces what has been learned for them as well as for you.

6. Discuss the process as well as the product.Encourage the teachers to show the results of their work to each other, and also to discuss whatwas involved in doing it. In this manner, they will learn that a result can be achieved in severaldifferent ways. Hold regular "bug" sessions where the teachers are given the opportunity to talkabout the kinds of problems they are facing while doing certain activities. Direct the discussionso teachers can brainstorm together to find solutions to these problems; making teachers thinkabout what they have been doing will help them develop an awareness of their own thinking.This kind of discussion also develops a respect for the thinking of others.

Classroom Management

Effective management of leT within mathematics and science lessons ensures that:

• Teachers are competent to use ICT at the required level within the subject• Teachers are sufficiently well- trained to make effective use of ICT to support teaching and

learning of the subject and know when, and when not to use ICT• There is appropriate access to ICT resources, including specialist devices in some subjects, to

meet curriculum demands• An appropriate range of software is available which is relevant to the needs of the subject

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• Curriculum planning takes account of the potential ofICT to support teaching and learning• Where aspects of JCT capability are developed and/or assessed within the subject, this is

consistent with the whole school planning for teaching ICT• Teachers monitor, evaluate and improve the way in which ICT is used within the subject

5. The Importance OflCT In EducationParticipants were put into groups for this task -to agree within the groups key areas where JCTwas considered important to teaching and learning with particular reference to their group'ssubject. All In all, there were three Mathematics Groups of 5-6 participants each - MI, M2 andM3 and likewise three Science Groups - SI, S2 and S3. Each Group chose a presentersometimes aided by a presentation operator. A computer projector was used for this task

This session gave participants anopportunity to make a presentation tothe rest of the class and at the sametime to think carefully about theselling points of the courses, whichthey would in time be deliveringthemselves.

These two slides were taken fromM2's presentation. One observationmade concerned the amount of timespent by the group on fancy 'artwork'compared with that spent on the mainmessage

:More attractive tlia tlieaa to of

qive tlie opportunity tostuaents to 6e creative

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Ma i 9 pportunitie forconferencing between teachers

and each other all over theworld. also making

communication betweenteachers and students

Improve the attitude of studentstoward the goals of the

curriculum

Help students to be moreco-operative with each other

These 4 slides from Group SI's presentation illustrate again the group's preoccupation withfancy layout rather than with the specific task set. Clearly the group realised this by the time thatthey were working on the last slide - where the message is very clear.

(A further example ofparticipants' work can be seen in Annex 4)

6. Using Decision Tree Software

Each group was reign free to choose a group of objects and produce a decision-tree to distinguisheach object uniquely. The Mathematics groups chose regular shapes, the natural numbers 1 - 10and triangles. The Science groups chose chemical elements, mammals and rocks - the last choicebeing shown as follows:

Think ofa rock.Rock

Then answer the questions YES or NO

Yes No

DOES rrHAVE CRYSTALS?

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If the rock is in the database - it willappear after answering the questions.If it is not, then you have the option ofadding the rock that you thought of tothe database along with appropriatequestions.

' ..Total number of objects 7

Objects with comments 0

Objects with pictures 0

Number of questions 6 ~

Minimum questions to find an object 2 .,

Maximum questions to find an object 4 ,

Efficiency of tree 95% ;

Words not in dictionary 1. " . . .. . .

The Science Group had time only toinclude 7 rocks in their database.

If they had had samples of the rocks,using a digital camera, they could haveadded pictures of the rocks to the tree.

The aim is to obtain 100% efficiency - sothis was a very good effort.

The whole tree showing the structure,decision points and routes through to the7 rocks.

The educational value of such an exerciseis in the construction of the questions.

7. Making Presentations

In this session guidance was given on what needs to be thought about before making apresentation. It was also emphasised that computers and PowerPoint can support but cannotreplace the planning that needs to go into a good presentation.

Few people are naturally gifted at presentations. Having a lot of confidence does not mean thatyou can naturally structure a presentation properly; talking a lot is not the same as making apoint. Being nervous is something that affects everyone, not just you. What you need to developis the technique to achieve a good standard every time you do a presentation.

Subjects that need to be taken into consideration are:

• Participants;

• Trainers;

• Programme;

• Location;

• Time

• How

• Structure

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The Participants

Egyptian trainers have the advantage of knowing what it is like in Egyptian Schools, the day-to­day problems that teachers face and what they want to get from a training programme. Trainersmust not lose sight of this practical advantage and must recognise this in their planning. This isparticularly important regarding practicing that are not allowed in Egyptian Schools that NonEgyptian may not be aware of.

The Trainers

Working with others as a trainer has definite advantages as well as responsibilities. The workloadis not so much divided as improved. Although the sessions may be divided up equally, eachperson will put forward ideas for their own and each other's sessions. The inclusion of theseideas can often contribute to the workload.

The Programme

This will have been determined in previous meetings and the presentation must help to achievethe aims agreed upon. Hopefully it will also have clear outcomes that can be measured, as forexample where everyone can send an email message. This is where working with other trainers isan advantage because you can check each other's presentations to ensure that you are workingtowards the agreed aims. Experience shows that on same occasions presenters, in theirenthusiasm, include material that while interesting, was is not what was agreed upon

Location

Many trainers feel unsettled until they see the place in which they will be working. Althoughpeople may reassure you, it is important to see what it like as soon as possible. It is only then thatyou know whether there is a separate area for group work or if people have to work around thecomputer all the time. For the summer months you also need to check the a/c, otherwise thingscan be difficult.

Time

Preparing a presentation that does not overrun is very difficult. Timing is critical - overrun andyou could be in trouble both from the audience and your colleagues. A presentation including theuse of an overhead projector or PowerPoint should last no more than 40 minutes. Just think howlong you can concentrate, even given a good presenter. You need to allow at least ten minutes forquestions and the whole presentation should wind-up within the hour. Ones that go on to long areoften those that disregard the needs of the audience.

Take care when dealing with questions. Do not allow the session to run over on account of themas you can tell the audience that you are finishing now but anybody who has further questionscan ask me over tea/lunch.

Don't be afraid to take a small clock or watch to put on the table in front of you, or it maybe thatyou can get a friend in the audience to give you a signal when you have two minutes to go.

18

How

One of the most important things is to remember to smile and engage with your audience.Remember to look people in the eye and make sure you move among them in this way.Maintaining eye contact with your audience is essential to a good presentation. To maintaincredibility and persuasiveness, a presenter must have at least 60% eye contact with the audience.Look at the audience as much as possible, but don't fix on an individual - it can be intimidating.

A presentation starts from the second you walk into the room. Always try to be aware of theimpact you are making from the very second your audience sets eyes on you. Research hasshown that audiences make an assessment of the presenter within the first four seconds ofcontact; therefore it's important that you make a good first impression. Always look as if youhave made an effort with your appearance.

Be well groomed and dress appropriately. Remember your audience will be focused mainly onyou throughout the presentation.

Fundamental rules of dress code to remember are:

• feel comfortable and you will feel relaxed

• most presentations you will do in an academic setting will be formal; you will be expected toreflect that formality in your dress code. It is not a good idea to try to be too flamboyant butit may be a good time to 'try out' that suit.

Some hand movement can add impact to your presentation. Try varying the hand movements,remembering to be open and non-aggressive; make them descriptive to enhance what you aresaying. As with a great many presentation techniques, there is no science here - find your owncomfort level.

Try to keep your hands empty as far as possible; don't fiddle with notes, pens or pointers. It canbecome very distracting for your audience and don't stand with your hands in your pocketseither.

Structure

If the pace of your speech is too slow you will bore your audience stiff, and if it's too fast, you'lllose them almost from the start. Remember that nerves tend to make people speak too quickly.To avoid this, concentrate on maintaining a steady pace that allows people to follow what yousay without being put to sleep.

Respond to the feedback your audience is giving you. If they look lost and puzzled, slow down;perhaps even repeat a point till you think they're with you again. If they are nodding, smiling,looking encouraging, then perhaps you could speed up a little?

19

Be sensitive and responsive at all times to your audience's needs, and you should find a suitablepace.

Greet the audience, for example, 'Good morning, everyone, and tell them who you are.

Good presentations follow this formula:• tell the audience what you are going to tell them,• then tell them,• at the end, summarise, tell them what you have told them.

(A handout on presentations available from the Internet is shown in Annex 5)

8. THE IMPORTANCE OF PLANNING

In this session participants were given guidance on what needs to be considered when carryingout planning for a training programme. This session was based on the experiences of Mike Astonand Geoff Strack. (Areas to be covered can be seen in Annex 6)

After an introductory talk which covered the information that follows, participants workedtogether in groups to produce a presentation on what they considered were the important things tobe covered when planning. (An example of the work from one group can be seen in Annex 7)

In the talk participants were directed to think about the following areas:

1. Aims and objectives2. Who is to be trained?3. When will it take place?4. Where will it take place?5. How is the training to be delivered?

Aims and Objectives

The aims provide an overview of what is hoped will happen. They provide a direction but it is noteasy to determine when this is achieved. As an example, the aim for the leT training programmeis:Create a group ofnational trainers who will be able to provide high quality training and effectiveleadership for teachers throughout Egypt.

In contrast, the objectives are stepping-stones on the way to achieving the aims. So, for example,it is possible to know when the following are completed:

• Identifying Egyptian teachers who would makefirst class trainers;• Providing seminars for head-teachers and decision- makers to demonstrate the potential of

ICT in science education.

20

It is crucial that people given the responsibility of providing the training are clear about what isexpected of them. They must establish as early as possible what the organisers expect theoutcomes to be. If possible, this needs to be in writing so that there is evidence of what has beenagreed upon. The reason for this is that if things do not turn out as expected, everyone is clear asto what they said they would do.

Early on the trainers need to be certain that they can provide the level of expertise expected ofthem and can carry out the training programme as proposed by the organisers. If they cannot theymust say so and seek help to make good any weaknesses that they have themselves.

At the end of the training an evaluation will be required to check that participants are satisfiedwith the programme

Who is to be trained?

It is important to know how people have been selected for training. If everyone is from a similarschool, subjects and level of expertise it would make the training easier. In reality however,people come from a wide range of experiences that means more work for the trainers. With theorganisers, trainers need to agree on the minimum levels of expertise in the use of ICT andsubject areas. The training of mathematics teachers is more straightforward but for scienceteachers there is biology, chemistry, geology and physics. If it is possible, these groups should betrained separately. This is good for them as it is for the trainers since they will be sharing ideaswith each other that are relevant to what they teach and how they teach.

Consideration needs to be given to how many people will be trained at one time. This will dependon a number of factors including the number of computers available but there is a limit to thenumber of people that trainers can interact with at one time. From experience, 30 people is themaximum number that can be managed effectively.

Along with the training there will be a need for administrative support and technical support. Inthe past UNESCO have fulfilled these tasks well, but trainers need to be clear as to what they canexpect. Anyone who has had anything to do with computers knows that things can go wrong.Therefore, just like in school, good trainers have to have other relevant activities up their sleeves.They must plan for this! However, it is also important to ensure that there is good technicalsupport particularly for trainers working for the first time.

Mike Aston providingadvice to a group on theprocess of planning

21

When will it take place?

There are times of the year that are more convenient for schools and feedback from recenttraining sessions has made this clear. However, it is not possible to please everyone, soinconveniences need to be minimised. Trainers will also need to make certain that they areavailable for the dates agreed upon

It is important that the number of days for training and hours per day are agreed on. Experiencehas shown that a working day from 9am until 5pm is adequate. Many participants will demandlonger hours than this, but this is impractical since the training is intense and both trainers andtrainees need to rest. Trainers also need time at either ends of the day. In the morning, time isneeded to make sure that everything is available and working, at the end of the day time is neededto assess progress and where necessary amend the programme for subsequent days. This caneasily add an extra two hours per day to the trainer workload.

Where will training take place?

For their own convenience, trainers need to be aware of where it will take place and how theywill get there. We have found it essential to arrive at the training centre at least a day ahead ofwhen training is due to start. Personally, I feel uncomfortable until I have visited the trainingcentre and sometimes I have felt even more uncomfortable after visiting it! Well, before youtravel to a centre you must get reassurance that everything is working and when you get there youhave to check again. You just cannot trust that everything works and leave your arrival to themorning when training starts. With computers, this cannot be guaranteed anywhere in the world.

22

Training at a centre with first-class facilities

By arriving early it is possible to move the furniture around so that it best matches the trainers'style of delivery. The best format that we found was in Ismailia, in 2000, when it was possible tohave a separate area for teaching. This meant that it was possible to get participants away fromthe computers when teaching took place. This ensured peoples full attention. It is a disadvantagehaving people sitting at their computers throughout the training, even when the computerfacilities are excellent as in Alexandria.

Trainers will need facilities to use a digital projector linked to a computer, overhead projector anda television with a video recorder. A flip chart is essential for when none of the other technologyworks e.g. electrical failure. Clearly there is need for a place for these resources in the area inwhich you are working.

How is the training to be delivered?

The programme is normally put together jointly by the organisers and the trainers. In this way itis possible to match the requirements of the organisers with the expertise of the trainers.Agreement needs to be made with the organisers on what resources will be available for thetraining, including software such as Microsoft Office, CD ROMs, Internet access and projectionfacilities.

It is also necessary to decide on how important it is for participants to be able to speak, read andwrite in English as well as Arabic. At present, most of the Internet and software for science andmathematics relies heavily on a good knowledge of English. Organisers and trainers must decideand agree on the importance attached to this and to what extent it affects the training programme.

9. The Internet And Its Role In Education

This session began with an introduction by a course trainer underlining a number of somewhatstartling facts about the phenomenal growth of the Internet and some of the key features of its usein education:

• Email communication• Very large source of information• Publishing to a wide audience• Search facilities• Ubiquitous in nature

The trainer left the detail of this session to the groups. Each group was given the task of makinga short presentation to the course on 'How they would introduce the Internet' to a group of 30 orso teachers, many of whom might only have a clouded view of its power and energy. (Some ofthe group work is appended in the Annex 8).

Throughout the workshop participants had opportunities to surf the Net, making good use of thelist of websites as can be seen in Annex 9.

23

10. Spreadsheets In Mathematics And Science

To introduce this session, the trainer used 'Introduction to the use of Spreadsheets inMathematics and Science' as the topic. The participants on the course were told to play the voteof new teachers on a course and attempt to respond to the trainer in that role. (Details of theguidance given can be seen in Annex 10).

The session, in effect, was an exemplar session within a session.

The trainer introduced the session on Spreadsheets by illustrating an array and the idea that eachcell within the array is defined uniquely by a letter followed by a number e.g. c4 represents thecontent of the cell that is in the 4th row of the 3rd column or F7 - the content of the cell in the 7th

row of the 6th column (F being the 6th letter of the alphabet).

Using the computer projector and an enlarged Spreadsheet array on screen, the 'teachers' wereasked to name cells as the trainer highlighted them by clicking the individual cells.The next concept covered was 'what can be put in a cell?'

1. A name e.g. Ahmed, Ismailia, SQUARE, BOX etc.2. A number e.g. 57, -4.12, 340000, 0.00071 etc.3. A formula (must be started with an '=') e.g. =A2*B2, =sin(F3/B3), =B3-B2

To illustrate this, a sequence of cubes of the natural numbers was produced on screen with agraph to represent the sequence of 1, 8, 27, 64, 125etc. Then the idea of 'replication' wasexplained i.e. repeating a formula in a column or setting up a sequence such as 2,5,8,11, 14 etc. ina column.

In order that the 'teachers' do not have a passive role for too long, each was asked to plot aparabola (from x = -5 to +5) ofy=x2-5x+6 on a machine and print out the result with their nameon it. This they did, sometimes helping each other. The group then gathered together in plenaryto discuss the session - high points, low points, pace, objectives etc.

11. Planning the Programme for One Day

This session was designed to get participants to think in detail ofwhat that they would need to doduring one days training. The session began with the following introduction that was intended toprovide guidance on what needs to be thought about.

Before the training begins the trainers together with the organisers will have to design an outlineprogramme for the whole course. (One that was produced for this workshop can be seen inAnnex 1). This will include details for all that will be covered each day. It will enable trainers tosee how they will be able to fit in all the activities proposed. It also helps the participants to seewhat will be covered so that they will know what they will be doing. For each day it is importantto address the following areas;

24

• Time available• Meeting objectives• The day before and the day after• Getting on to the Internet• Maintaining a balance of activities• Planning for the unexpected

Time available

This means how much time will be available in the training area and on the computers. In someplaces it is possible to use the training facilities from early morning to late at night. In others,they are available for much less time and there is no evening access. Inevitably this will affecteverything else you want to do. It is important to find out how much time you have for each dayas soon as possible.Many participants will want to work on beyond the planned end of day, but this is to be avoidedboth for their sake and that of the trainers. Too much time on a computer each day is unhealthyand could lead to medical problems.

Time will have to be allowed for rest-breaks each day and for lunch. Getting people out and backin again can often cut into this time. If people have to travel on a bus to lunch then a little moretime might have to be allowed for and made up by adding on time at the end of the day.

Meeting Objectives

What is planned for each day will be affected by the overall objectives ;so for one day theintention could be to introduce spreadsheets, show how they can be used for calculating,modelling and creating graphs. These are clear-cut and easy to know whether or not you havedone them. Sometimes there will be temptations to do things not planned for but which haveinterested participants. Now, while there is always some flexibility in any programme it isimportant that trainers not stray too far from what was originally agreed upon. Neither organisersnor participants will be pleased if you do not deliver what was expected.

The day before and the day after

Even planning for the first day can be affected by unforeseen events so there has to be an ongoingevaluation of what can and cannot be done each day. The plan for successive days will depend oneach other and ,in discussion with organisers ,priorities have to be decided upon. Initial planningprovides a guideline for what is to be done and this can be adapted as it enables you to get backon track.

Keeping a balance

The day should be planned to provide a balance of activities that include presentations from thetrainers ,hands-on activities, discussions and presentations from the participants. This will keepthe interest of participants ,maintain their attention, involvement and alertness. Trainers will needto determine the amount of time given to each of these activities but too much time must not be

25

given to undirected hands-on work. There always seems to be too little time to do the things thatyou wanted to do, so time must not be wasted. It is best to maintain a good pace and keep movingon. If at the end participants say that they needed more time, then, to a certain extent, that is avery positive comment. It is much better, than being told they got bored and did not have enoughto do.

By having more than one trainer there is an added variety to the way the training is presented andthereby keeps interest at a higher level

(An example of the programme for one day which was work produced by one group can be seenin Annex 11.)

12. Evaluation Training

This session was designed to get the participants to think about how they would evaluate theimpact ofthe training. In order to decide what can be done it is useful to examine the table below.

Evaluatin2 Trainin2: the Four LevelsLevel Evaluation of Measure Participant1 Reaction Satisfaction What is the participant's response to

the training?2 Learning Knowledge or skills learnt What did the participants learn?3 Behaviour Transfer of learning to Did their learning affect their

how they teach teaching?4 Results Impact on their schools Did the way in which they now teach

affect their schools?

Ref: Kirkpatrick, Donald L 1994 Evaluating Training; the four Levels, Berret-Koehler, SanFrancisco

From the table it can be seen that at the end of the workshop we can only evaluate levels I and 2.This is unfortunate since the real impact and value of training can only be determined over alonger period of time - at least three months. This would involve a further round of evaluationssuch as that which UNESCO is now in the process of doing by way of the Questionnaire that canbe seen in Annex XXX. Levels 3 and 4 would be measured in the future by the NationalInspectorate.

There are two ways in which an evaluation can take place during the training programme. Thefirst is on-going and informal, the other takes place almost at the end.

26

Group working on how to evaluate

As when teaching a class, the trainers are continually reviewing how each session is proceedingand adapting the programme in response to this. Trainers need to be sensitive to this and must beprepared to change what they are doing. If changes are to be made though, the consequences ofthis on the rest of the programme have to be thoyght about first. Whatever the decision, trainersneed to be aware of how the training is going every-minute of every-day. At the end of themorning session and at the end of each day an evaluation of the programme must be carried out,often with the organisers, in order to best meet the needs of the participants and the programme.Since the training is based on the use of computers and the Internet, and they cannot be whollyrelied on, a revision of the programme is often forced on the trainers.

Towards the end of the training programme an evaluation of what has gone-on in the previousdays can be carried out by means of an evaluation form. For various reasons people are oftenreluctant to complete this form so it needs to be easy to complete and to provide consistentinformation that can be easily summarised. It also should be on just one-side of a sheet of paperany more, and participants will not be interested in filling it. On all the previous UNESCOworkshops, participants have completed evaluation sheets and Dr Ghada Gholam has helped inthis by making it clear to participants what each question was about. Numbers 1 to 5 were used toindicate very good to poor and it is useful to remind participants which numbers are for good andwhich for poor.

Annex 14 provides an example of the worksheet used in Ismailia in March 2002, and those usedin previous workshops have been almost identical. Often evaluation forms need to be changedbecause they do not allow participants to respond adequately but we have found the present formto meet our needs. However, this does not mean that it is seen as being perfect.

The first part of an evaluation form must focus on the aims of the course and whether participantsfelt they were met. The message here is that the aims need to be explained at the beginning of theworkshop and reviewed by the trainers every day. A method was used asking participants to ticka box that corresponds to a range from I strongly agree to I strongly disagree. Within this rangeparticipants could also be asked if the sessions were well prepared and were presented in a logicalorder.

27

The next area to evaluate would be how the course was delivered, including the teaching. Thiswould include a judgement on the quality of the following;

• Quality and usefulness of handouts.• Trainer's knowledge of the subject.• Clearness of explanations.• Pace of teaching and other activities.• Encouraging participants to take part.• Interest and motivation of teaching.• Opportunities to work and learn in groups.• Response to requests for help.

The trainers also need feedback on other aspects that can affect the outcomes of the workshop.These include:

• Pre-workshop information - that help participants to prepare,• Personal level ofpreparation before the workshop,• What was it like staying at the training centre?

o Foodo Accommodationo Transport

Finally, there is what might be considered the "crunch" question which is whether or notparticipants would recommend the workshop to other teachers. If they would recommend it, thenyou have done a good job.

13. Evaluation ef the Workshop

.This was carried out thoroughly. The questions, which can be seen in Annex XX, were eachtranslated into Arabic and their meaning discussed. As can be seen from the responses, theoverall evaluation was that the workshop was very good.

Unlike previous workshops, the intention was not to improve the participants ICT skills but tohelp them become good trainers. Unfortunately, the efforts of some of the participants were moreintent on improving their computer skills than developing their planning and presentation skills.For future workshops the balance of activities for this workshop needs be emphasised toparticipants well before they come for training

Once again UNESCO provided three free CD ROMs to each participant and there was a shortperiod of time in which participants could review these. This opportunity is much appreciated bythe participants and is something that they can use when they return to their schools. This alsogives status to the workshop and to those attending it.

Participants were grateful for the good quality of resources, the good working environment andthe willing support from the technical staff at the Centre. This provided them with adequateaccess to software, the Internet and printed evidence of their work.

28

As in previous workshops, the aspect that participants valued most was the opportunity to co­operate and work with others in their groups. They had to discuss, to plan, to preparepresentations on the computer and then take turns in presenting to all other participants.At the end of the day the most important message was that every one of the participants stronglyagreed that they would recommend the workshop to colleagues.

15. The Questionnaire

UNESCO was conscious that insufficient information had been collected on the previousexperiences of the participants attending the workshops. In order to validate the effect of thetraining it was considered important that more information be gathered and analysed which couldprovide useful information for further workshops both in Egypt and throughout the region. Anexample of the Questionnaire can be found in Annex XXX

C. RECOMMENDATIONS

Following discussions within their groups the following IS a compilation of theirrecommendations:

1. Request that the MOE purchases copyright of the necessary software for the use of schools inscience and mathematics.

2. Make available technical support during training workshops.3. Include ICT in the training workshops for promotion.4. Make available continuous training and especially for the selected group, so that they are kept

up to date.5. Request that the MOE assists in the purchase oflaptop computers for trainers.6. Provide Inspectors with training on, and access to computers.7. Provide the programme well before the training.8. Provide at the end of the training, a CD-Rom containing the programme and everything

covered during the training.9. UNESCO supplies a training guide, in Arabic, for teachers.

29

Annex 1List of Participants

PARTICIPANTS:No. Name Position School Address Location Telephone Trainin2 Abroad E~Mail

1. Ms. Faten Gharib Senior Teacher Mohamed Zahran Experimental Alexandria 012-2882274 Kings College, UK Faten tork(wyaRagab (Chemistry) Secondary School for Boys hoo.co.uk

2. Mr. Adel EI-Sayed Teacher (Physics) Mostafa EI-Naggar Experimental Alexandria 012-3728937 REGIS University, USA adelkhamis@mKhamis Salem Language School, Semouha aiI.USA.com

3. Ms. Sawsan Samir Science Teacher Talaat Harb Experimental Alexandria 03-5625318 University of Meriland, Sawsan1OOus@Ahmed Language School, Abou Kir Baltimore County, USA yahoo.com

4. Magdy Nagiub Khalil Teacher Badr Experimental Language Assiut 012-3250424 St. Johns University, NY,(Geology) School 088-314204 USA

5. Amal Helmy Shokr Supervisor Assiut Educational Directorate Assiut 012-4897191 East Anglia University,

Alla(Math) 088-336802 UK

6. Nadia Abdel Hamid Teacher Kalabsha Secondary School Aswan 097-550522 REGIS University, USA Nadiafadel44@Abdel Rahman (Biology) 012-4582907 hotmaiI.com

7. Ashraf Abdel Nasser Teacher Aswan Experimental Language Aswan 097-312113 Heriot Watt University,Imam (Chemistry) School 012-4078353 Edinburgh, Scotland

8. Azza Hammad Teacher (Math) Experimental Language Secondary Aswan 097-303260 Strathclyde University,School 010-5096900 Glasgow, UK

9. Mohamed Amin Researcher 12 Waked St., OffEI-Gomhourya Cairo 02-5890981 --NCERD St., Cairo 010-1171750

10. Lotfy Abdel Aty Teacher (physics) Salman EI-Farsy Experimental Cairo ·010-5604522 Strath Clyde University,Language School, AI-Salam District Scotland, UK

11. Mohmad EI-Mekawy Researcher, 12 Waked St., OffEI-Gomhourya Cairo 02-5890981 Okaido University, Japan elmekawyashraNCERD St., Cairo 02-2369407 f~hotmaiI.com

12. AmalHafez Assistant 12 Waked St., OffEI-Gomhourya Cairo 012-4280887 Okaido University, Japan Amalash@hotResearcher, St., Cairo 02-5890980 mail.cornNCERD

13. Magdy Ibrahim Supervisor Secondary Education Department Cairo 012-2878674 Rostock University,

Kandil(Math) Ministry of Education 02-5083657 Germany

14. Said Arafa Mohamed Technical Smart School Project Cairo 02-7606653 sarafa@mcit.goManager Ministry of Communications and 010-5277403 v.eg

Information Technology15. AhmedNabil Supervisor Preparatory Education Department Cairo 010-1161876

(Math) Ministry of Education 02-4825265

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No. Name Position School Address Location Telephone Training Abroad E-Mail16. Magdy Yousef Senior Teacher Abde1 Nasser Experimental Giza 02-3152478 Georgia University, USA

(Biology) Language School, Dokki 012-352223817. Nadia Moharram Inspector Experimental Schools Department Giza 02-6363387 East Anglia University,

(Physics) Giza Directorate ofEducation UK.18. Hisham Darwish Teacher El-Nasr Experimental School Giza 010-5606154 King's College, London, Hosh60@hotm

(Geology) 6th of October City, UK ail.com19. Taha El-Shiekh Supervisor El-Haram Directorate of Education, Giza 010-5320052 Kings College, London Babaomar@hot

(Math) El-Haram 02-7989515 mail.com20. Reda El-Adawy Senior Teacher Om El-Abtal Experimental School Giza 010-5245123 University of East RedaEladawy

(Math) Sadat St., Madkour, El-Haram Anglia, England ~hotmail.com21. Sobhy Refaey Teacher Fayed Prep. School for boys Ismailia 064-664405 University of Meryland, Sobhya14@hot

(Chemistry & Fayed School Street, Fayed 064-663648 Baltimore, USA mail.comPhysics)

22. Laila Abdel Rahman Inspector (Math) Ismailia Directorate Ismailia 064-344131 University of EastSheikh Zayed Buildings Anglia, England .

23. SamirMousa Senior Teacher Ismailia Secondary Experimental Ismailia 064-327565 University of East(Math) Language School Anglia, England

El-Sheikh Zayed Buildings24. Mohamed Hasan Teacher (Math) Pimary School Ismailia 064-481474 Kings College, UK.

Hashim Educational Language Complex25. Abdallah Moselhy Teacher (Math) Shebin El-Kanater Secondary Kalyoubia 013-700476 University of East

School for Girls 010-6506341 Anglia, EnglandShebin El-Kanater

26. MOhamed Husein Supervisor Luxor Educational Directorate Luxor 095-374894 Miami University, USAAhmed (Chemistry) 012-3279359

27. Ishak Ibrahim Abdel Teacher (Math) Luxor Preperatory School for Girls Luxor 095-380993 University of Meryland,

Maseeh 012-4289797 Baltimore, USA

28. Ahmed Yousef Teacher (Math) Dr. Youseflsmail Mixed Secondary Qena 012-2802567 East Anglia University, ayabomomn@hSchool UK. otmail.com

29. Ahmed Mohamadein Teacher (Math) Hehgaza Kebly School Qena 096-830018 Kings College, UK.096-831518

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ORGANIZORS:30. Nadia Gamal Eldin Director Planning Programming & Cairo 02-5883360

Monitoring Unit12 Waked St.. OffEl-GomhouryaSt.

31. Samir Abdel Wahab Consutant Planning Programming & Cairo 02-5883360Monitoring Unit12 Waked St.. OffEl-GomhouryaSt.

32. Ghada Gholam Education UNESCO Cairo Office Cairo 02-7945599Specialist 8 Abde1 Rahman Fahmy St..

Garden City33. NagyYounes Computer UNESCO Cairo Office Cairo 02-7945599

Engineer 8 Abde1 Rahman Fahmy St..Garden City

34. Dalia Khalil Program Clerk UNESCO Cairo Office Cairo 02-79455998 Abdel Rahman Fahmy St..Garden City

EXPERTS:35. Geoff Strack UNESCO 36 Carrington Avenue. England 44-208- Geoff.strack@lin

Consultant Borehamwood. Herts WD6 2HA 3863151 eone.net36. Mike Aston UNESCO 126 Great North Road. Hatfield. England 44-1707- mike@kcited.de

Consultant Herts. AL9 5JN 266714 mon.co.uk

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Annex 2Programme Of Activities

10.3011.00

13.0013.3014.30

15.4516.15

17.00

Re istration of artici ants. Introduction b Dahlia KhalilThe overall aims and objectives of the workshoGetting to know other participants-ereating a database on cards. Introducingeach other.BREAK.Hands -on activity transferring personal information to a six slidePowerPoint

resentation.ICT in su ort ofteachin and leaminLUNCHWorking in groups of 5/6 - determine the importance and benefits of ICT ineducation, with articular reference to maths and science.BREAK.Using PowerPoint, one person from each group to report back. Outcomes to becollated and fed back (Presentations rotate within each group and may beca tured on video for feedback laterFinish

9.30

10.0011.0011.3012.30

13.00

Introduction to information handling software to analyse and presentinformationHands-on activit . Usin decision tree and data baseBREAKContinue with work from before breakFeedback on presentations from yesterday and recommendations forim rovementWorking in groups of 5/6 determine the issues to consider when planningtrainin

13.3014.00

Pre are PowerPoint resentation, one erson from eachLUNCH

15.0015.4516.1516.3017.30

Continue re arin resentationsPresentations on lanninBREAK.Continue resentationsFinish

33

9.3010.00

11.0011.3011.50

12.1512.4513.10

The Internet: Goldmine or rubbish binHands-on-activity using the Internet as a resource for training for maths andscience teachersBREAKFeedback on Plannin resentations. Usin Web Whacker.Plan how they would introduce the use of the Internet to a group of teacherswho are comin across it for the first time.Pr are and rovide resentation as a series ofbullet oints in WordEvaluatin softwareProvide CD-Roms from UNESCO for maths and science

9.30

11.0011.3012.0014.15

An example lesson in how you would introduce spreadsheets to a group ofteachers who had not used them beforeBREAKHow would ou introduce s readsheets to a ou of teachers new to themPresentation beachLUNCH

15.1516.30

Usin a Word table desiBREAK

16.4517.3017.45

11.0011.3012.1513.0013.3014.00

Workin ou s discuss what an evaluation sheet should includeFinishInstallin the Maths CD-Rom

Brief introduction to evaluatinPresentation b two ou sIntroduction by Dr Ghada Gho1am and distribution and completion ofevaluation forms.BREAKEvaluation ofmaths and science softwareTotal Power-cut----------------------------Recommendations for the future and distribution of certificatesQuestionnaire for further researchClosin session

34

Annex 3Welcoming Address

Ladies and gentlemen

On behalf of UNESCO and all my colleagues at Cairo Office, especially Dr. GhadaGholam, who wished to be with us today but unfortunately, had other urgentcommitments and will shortly join us again, I am delighted to welcome you all to thisworkshop and to wish you a successful week with us in Ismailia

I would like to thank Dr. Nadia Gamal Eldin, Director PPMU, Ministry of Education forco-sponsoring this workshop and assisting us in organizing it. Special thanks to Mr.Samir Abdel Wahab, with whom I have worked very closely to make this workshop areality.

Thanks are also due to our consultants Mr. Geoff Strack and Mr. Mike Aston for comingfrom England to provide the training for this activity.

I have the pleasure to inform you that Dr. Husein Kamel Bahaa Eldin, the Minister ofeducation, is encouraging and giving his full support to UNESCO's project for upgradingthe level of secondary school Math and Science teachers in Egypt, through improvingtheir skills and qualifications, by the use of the latest Information Technology.

During the last biennium 2000-2001 we have conducted a series of five workshops, 2 inIsmailia, 2 in Luxor and one in Alexandria, and trained around 200 teachers in 14govemorates. We are planning to cover all the govemorates of Egypt by the end of2002.

Today we are organizing the First National Training of Trainers Workshop, in the hopeof preparing you to be our future trainers. We trust and have great confidence in yourcapacity and hope that you will do your best to maximize your benefits form this week'straining.

We at UNESCO are pleased to join efforts with the Ministry of Education, PlanningProgramming and Monitoring Unit and other potential partners and interesteddevelopment organizations with a view to advance the process of reform in secondaryeducation in Egypt.

Last but not least, I wish to thank the Minister of Education, Dr. Hussein Kamel Baha'aEldin for his continuous support to UNESCO and its educational activities. Thank you forjoining us and wishing you the best of luck in your training.

35

Annex 4WHYUSEICT

Summary Of Contributions from All Groups

WhyUseICT

WhyUseICT

..••

'..._.._,~. '-~'--'~-'-- -_.._-_._--.... ¥ Fastocces;toinmmtim..

¥ Guidem the~mtsagem1heslage..'. ¥ Helps se)f:.lemning.-.. ¥ Jns::ienceWcanlhJw~experiIlD:11S..: ¥ CanmlyOOlDl:elhingsm<mpJlfr

: ¥ CanpOOu;ecan:ctanswersevaytim:

•.-..

..•..­....'.• ¥ HmatrlibilityandCl:llSWOOinJxx1antby&1lWllsand

: panDIs

': ¥ Cang.;tinfOOmlioomalrm;tanydJingfianIntem:t.... ¥ 8tl.dmcanleamat1hcirownmte•.. ¥ Inpoves&1lWllsImlivatimandattitWe.... ¥ Can1llIktopc:qJleallOVl:'r1hewatl (am'... vid6:x:mfercnci­....

WhyUseICT-----... ,". - .~~ -,_._. ~' .....

.: ¥ Givetimefcr1eaCherstoooOOler1!lings-_ ¥ Jnfmnalimisnmlyuptodate.O:mparethiswi1hsciax:etextbeds

,: ¥ Betlfrjch~

.: ¥ Meetsnealsof1heecmcmy-

36

Practice Makes Perfect

Sorry to be boring about this one, but very few of us are gifted enough to be able to talk fluentlythough a presentation without practice. Even the best ad-libber can struggle to lead seamlesslyonto the next slide if they can't actually remember what the next slide is! So check out thesepoints:

• If you have trouble remembering the content of your presentation, then don't have builds onyour bulleted slides. It can be rather daunting not knowing what the next point is until youclick

• If you do choose to use builds, then make sure that you know when the final bullet hasarrived so that you can wrap up the slide with an "and finally ....". You could put a full stopon the final bullet to help you - this may break the rules of consistent punctuation but can behandy

• Practice using your speaker notes (if you have them). If you created some from the NotesPage view in PowerPoint, don't forget that these print out with one slide per page. Thismeans that if you are relying heavily on your notes, you cannot see what the next slide iswithout turning the page, and if you are nervous, you might be all fingers and thumbs tryingto turn the page quickly! An alternative might be to print yourself an audience handout with,say, 3 slides per page (find these options in the Print dialog box), and jot down your notes byhand. This means you only have to turn the page every 3rd slide - and you can see whatslide is coming up next!

• You will often be given a rough length of time for your presentation - be it 10 minutes, anhour or whatever, but this can be difficult to judge without a live run-through. If you don'thave an obliging audience to practice on, then use PowerPoint's Rehearse Timings optionfrom the Slide Show menu. You can even save these timings to use when you next run thepresentation - this is great for practising, but not for the real thing!

Last Minute Preparation

• If you are presenting from your own machine, then you can be pretty sure that thepresentation will be exactly as it was when you last saw it. However, sometimes yourPowerPoint file might be loaded onto the presentation machine for you in advance, orperhaps you have to do it yourself from a floppy disk before you present. If you can, flickthrough the slides before you start so that you don't get any nasty surprises

• Last minute changes to your presentation are inevitable. To change the order of yourslides, click and drag them in Slide Sorter view. To delete a slide, simply click on it in SlideSorter view and press Delete on the keyboard. A less drastic measure is to hide the slide. Todo this, right click on the slide and choose Hide Slide. The slide number will appear crossedout meaning that it will not display when you run the slide show

• For a slick start to your presentation, you can save it as a PowerPoint Show (choose thisoption from the Save As..• dialog box) on the Desktop of the machine. This means that yousimply double click on the icon on the Desktop to go straight into the slide show

37

Annex 5Giving an Effective Presentation

Giving the Presentation

Make sure that you are confident not only about the content of your presentation, but the use ofPowerPoint to run the show:

• Choose your method of moving to the next slide. The keyboard arrows are quite discreet ­the right or down arrow will move you to the next slide, and the left or up arrow will takeyou back. Using the mouse, click to go to the next slide, and right click and choose Previousto go back

• To move quickly to a particular slide, type in the number of the slide and press Enter(obviously, you have to know the number ofthe slide to do this - add to your speaker notes ifrequired)

• To quickly blank out the screen, try these shortcuts. Press B to make the screen go black, orW for white. Press the same key again to return to your slide show

• Be careful using on-screen annotations - they are harder to add than you think! If you fancytrying this, press Control P to display an on-screen pen. Click and drag to draw on yourslide. If you make a mess, press E to erase! To return to the arrow mouse pointer, pressControl A

• To display a hidden slide in your presentation, right click on any slide, choose Go, By Title,and then click the required slide title. Alternatively, if you have one hidden slide that youlike to keep up your sleeve just in case, it is better to remember the number of that slide ­you can simply type that number and press Enter at any time in the show

Downloaded from the Office Hints and Tips Web sitehttp://www.microsoft.com/ukloffice/

38

visit it at

Annex 6Areas To Cover When Planning

r

How many? AdminTechnical

(Nagy)

(

(

Days andhours

Projector

Are thereenough

computers?

How willthey be

selected?

Traininglocation

r

What skillswill they

have?

Who will betrained?

Planning

Whatsupport will

they get?

r

Who will bedoing thetraining?

ObjectiVesclearlydefined

How will weknow that we

haveachieved it?

What are weexpected to

achieve?

Who definescontent?

How is itexpectedthat the

training willbe delivered?

Whoproduces

programme?

How manytrainers?

Where willit takeplace?

Town?

Residential

Doeseverything

work?

(

Externalevaluaters?

Support fortrainers?

39

Annex 7Participants Work On Planning

~: "t"icDo 'ItQ"~n_~t do "

," , :, , "1:

• •First: Before training~ -~.

"

,'- .. 1- Depending on the luck but1- We must visit the ~lace.of you must work hard because atraining before starting wIth good training should have a

suitable staff. 200d preparin2

2-We must prepare the program2-Keep in mind that have a

and the presentation in differentwide range of trainees and deal

ways (paper _software -slides)level with all levels from the

and be ready to havelow to high

alternatives

Second: During training

1- explain the steps which we I-we should keep in mind thatevery group has differentneed from every trainees and

learn their aims back2round experience

2-we must distribute the time2- we must ask participants tocooperate with each other and

evenly to each topicnot work on their own

, ,Ui

Thirds: After training~

1- we should make a good2-we should not use any strong

valuation in the end ofwords as criticisms of anyone

training.

40

Annex 8Internet Tasks

Some Search Engines

http://www.infoseekco.ukhttp://www.lycos.co.ukhttp://www.milfac.co.uklmilfac/http://www.yahoo.co.ukhttp://www.yel1.co.ukIyell/yell.htmlhttp://altavista.digita1.comlhttp://www.ajkids.comhttp://askjeeves.comlhttp://www.dogpile.comhttp://www.excite.comlhttp://www.google.comhttp://www.hotbot.comhttp://www.infoseekcomlhttp://www.lycos.comlhttp://www.metacrawler.comlhttp://www.infoseekcomlhttp://www.yahooligans.comlhttp://www.zenation.comlzensearch

Try searching for the same infonnation with each engine and compare results.

Using a browser and Search Engines find the answers to the following questions:

1 What significant contribution has Captain Cook's botanist made to science?2 Locate a picture and write some text on life on the island ofRodrigues.3 What is the origin of the nursery rhyme 'Hickory Dickory Dock'?4 How long is the shortest train journey time between Paris and Berlin in tenns of

time and kilometres?5 Compare sugar production on Fiji and Mauritius6 Why was Hennan Hollerith, in part, responsible for the so-called Millennium bug?7 Can we find any images of the Library at Alexandria8 Find pictures of three different kinds of whale. Which species is the most

endangered?9 Create the front page of the Ismailia Times with one international story, one

Egyptian story both breaking today, plus some local 'features' of Ismailia and/orthe Training Centre.

Saving and Printing Off The Internet

Printing

To print the complete page you are looking at click on the Print icon.

Saving Pictures

To save a picture, highlight the picture you want, press the right button and click on'Save Picture'. You will have to choose a name for the picture, a directory to put thepicture in and then the type ofpicture you want to save.

41

Saving Text

Have a word processor running in the background. To save some text, highlight thetext you want and click the right button. Click on copy to put it on the clipboard.Make the word processor active. Click on Paste and the text will go to where thecursor is.

Downloading a File

To download a file from the Internet, point to the file name and click the right button.Click on 'Save target as' and save the document as a file in a directory.

If the file is a 'pdf file you will need Acrobat Reader to read it. This is free.

42

Annex 9Maths And Science Websites

• http://www.hofstra.edu/~matscw/realworld.html

Finite math and applied calculus. Online interactive tutorials.

General Topics

• http://forum.swarthmore.edu/web.units.htmlExcellent site on many math topics. Many lesson plans using the web on various topicson this site. Some of them are:• Designs with circles• Famous problems in the History ofMathematics

• http://c3.lanl.gov/mega-math/welcom.html<This is a site put up by Los Alamos National Laboratory.Some ofthe topics include:• Graph Theory - supports NCTM's 4 standards ofproblem solving, communication,

reasoning and making mathematical connections.• Finite State Machines - great for pattern recognition

• Infinity• http://pumas.jpl.nasa.gov:80/help.html#Viewing

Need acrobat reader for this site. Has 26 lessons.• http://www.tc.comell.edu/Edu/MathSciGateway/math.html#general

Has all sorts oflinks to math history and just about everything else.

Science Resources

MEDICINE /HUMAN BIOLOGY

http://www.kumc.edu/instruction/medicine/anatomy/histoweb/http://www.anatomy-resources.com/sh250.htmhttp://www.hon.ch/Media/media.htmlhttp://www.wellcome.ac.uk/http://www.nutrition.org.uk/http://www.olen.com/baby/http://www.pregnancycalendar.com/http://www.fi.edu/biosci/biosci.htmlhttp://www.bh£org.uk/kids/z_menu.html

CELLULAR BIOLOGY

http://www.uq.edu.au/nanoworld/images_l.htmlhttp://www.rdg.ac.uklNCBE/http://www.expasy.ch/http://www.nuffield.org/bioethics/publication/modifiedcrops/index.htmlhttp://www.kumc.edu/instruction/medicine/anatomy/histoweb/http://www.cbc.umn.edu/~mwd/cell_www/chapter2/http://www.microscopy-uk.org.uk/http://www.iacr.bbsrc.ac.uk/notebookhttp://199.17.138.73/berg/ANIMTNS/Na-Kpump.htm

45

http://www.novo.dk/enzymes/enzymes.htmhttp://www.cbc.umn.edul~mwd/cell_www/chapter2/Na-Kpump.html

ECOLOGY

http://www.sheddnet.orglhttp://wwwald.bham.wednet.edulsalmonlsalmon.htmhttp://www.terraquest.com!galapagos/http://www.naturegrid.org.uk/ceec/http://www.enoble.k12.in.us/ensc/schools/ENHS/ecohome.htmlhttp://envirolink.orglenviroed/http://www.enoble.k12.in.us/ensc/schools/ENHS/ecoenergy.htm1http://www.arkive.org.uklarkive/index97.htmhttp://hygdahl.mmu.ac.uk/c-a/edulstreamwatch/links.htmhttp://osf1.gmu.edul~avia/page1.htmhttp://www.naturewatch.orgl

LINKS TO OTHER SCIENCE SITES

http://www-saps.plantsci.cam.ac.ukIsapshom.htmlhttp://www.chem4kids.com!http://www.nhm.ac.ukIhttp://www.tayloru.edul~bio/Navigation.htmlhttp://www.nature.com!http://www.slsc.orglmain.shtmlhttp://www.rmplc.co.uklorgs/asehq/index.htmlhttp://www.ScI-Journal.orgl

OTHERS

http://disney.go.com/DisneyChannellAmazingAnimals/index.htmlhttp://disney.go.com/DisneyChannellAmazingAnimals/Clips/armored.htmlhttp://netvet.wustl.edulssi.htmhttp://www.cbt.virginia.edulOlh/exp.htmlhttp://curry.edschool.Virginia.EDU/go/froglhttp://nasc.nott.ac.uk:8100/sapshome.htmlhttp://netvet.wustl.edule-zoo.htmhttp://www.bbc.co.uklsia/index_start.htmlhttp://www.media-awareness.ca/englissues/stats/index.htmhttp://vtc.ngfl.gov.uk/resource/cits/science/index.htmlhttp://www.nmsi.ac.uk/educationlstem!http://www.illusionworks.com!http://www.fi.edulhttp://www.bbc.co.uk/educationldarwinlindex.shtmlhttp://www.teachergrid.com!http://www.ase.org.ukhttp://www.philipharris.co.uk/educationl

46

http://www.standards.dfee.gov.uk/schemeshttp://www.sciam.com/http://www.nsta.org/http://www.nuffield.org/bioethics/publications/modifiedcrops/index.html

CHEMISTRY

http://www.bris.ac.uk/Depts/Chemistry/chemweb.htmhttp://www.webelements.com/http://www.madsci.org/http://www.umass.edu/microbio/rasmol/

PHYSICS

http://www.aip.org/http://www.exploratorium.edu/science_explorer/sparker.htmlhttp://www.fi.edu/flight/http://www-stu.cai.cam.ac.uk/~jdh28/gherkins/

http://www.eskimo.com/~billb/miscon/ele-map.html

http://www.uq.edu.au/nanoworld/http://wkweb5.cableinet.co.uk/dmallonhttp://physicsweb.org/http://www.physicsweb.org/TIPTOP/http://www.physics.gla.ac.uk/~kskeldon/PubSci/links/

http://www.nmsi.ac.uk/on-Iine/electron/sectionl/http://www.surfuetkids.com/electric.htmhttp://wkweb5.cableinet.co.uk/dmallonhttp://members.tripod.com/~flyswat/index.htmlhttp://www-stu.cai.cam.ac.uk/~jdh28/gherkins/

47

Annex 10Spreadsheets In Mathematics

Some Starting Points

Activity Mathematical IdeasI Find the Formula Use of brackets

Use of arithmetic operationsOrder of operationsIdentity of expressionsUse of decimal numbersSymbolic expression of functionsConjecturing

2 Undoing the Form Use of bracketsUse of arithmetic operationsOrder ofoperationsIdentity ofexpressionsUse of decimal numbersFunction and inverse functionConjecturing

3 Generating Sequences Generation of arithmetical sequencesUse of symbolic notation to express arithmetic sequencesDetermining possible rules for generating sequences

4 Graphingsequences Use of symbolic notations to generate sequencesSymbolic and graphical representation of functionsScaleRelationship between graphs of different gradients etc.

5 Find the sequence Generation of sequencesUse of symbolic notation to express sequencesUse of bracketsUse of arithmetic operationsIdentity of formulaeInverse functionsConjecturing

6 Shopping lists and budgets Decimal placesMultiplicationPercentagesChoice and ConstraintsTrial and error improvement methods

7 Differencing arithmetic and geometric Decimal and negative numberssequences Variable

Use of symbolic notation to express arithmetic andgeometric sequencesImportance of the fIrst term and common difference ingenerating an arithmetic sequenceImportance of the fIrst term and common ratio in generatinga geometric sequenceThe power ofsymbolism to express generality

48

Annex 11Programme For One Day

ICT in Mathematics Course - Tuesday 14th June 2002

No. Time Session Activity What to do? Who1 9.30 Introduction to leT Discussion Share your Mr.A

in teachin~ collea2ue2 10.00 Spread Sheet as SW Presentation Explanation of Mr.B

Excel3 11.00 Rest4 11.15 Exercise on Excel Solve Using Excel to Mr.A,B

problems solve Math.problems

5 12.15 Presentations by Prepare a Using Word Mr.A,BGroups presentation Processing for the

and present presentation6 14.00 lunch7 15.00 Time table of Preparing a Using Word Mr.A

activities timetable of Processing ina session preparing

timetable8 16.00 Evaluation Evaluation Highlight the + , - Mr.A,B

of task's points2roups

9 17.00 Finish

49

Annex 12Why Evaluate

Evaluation:

Is to measure what extent the product coincides with the objectives.

Why:

I-Determine the strong and weak points2- Have feedback to improve the next program3- Measure the level of trainers

When:

Continuing evaluationBefore (to measure the initial level)During (to measure the progress)At the end (to measure the achieved objectives)

How:

Persons (evaluation sheets)IndividualIn groups

ProductPrinted-outPresentation

Methodology:

Theoretical (evaluation sheets)Practical (through video record ofPresentations)

What things do we need to find out?

1- Environment2- Equipments3- Software

50

4- Discipline5- Timetable6- Facilities

Annex 13Software Used In The Workshop

Science:

Provided free by UNESCOProvided free by UNESCO

Provided free by UNESCOProvided free by UNESCO

1- Multimedia Science School2- Crocodile-Clips3- Investigating Science4- Physics Exam Tutor5- Chemistry Exam Tutor6- Biology Exam Tutor7- Flexidata8- Flexitree9- Inspiration

Math:

1- Math mission problem solving2- Math Exam Tutor3- Flexidata4- Flexitree

Provided free by UNESCOProvided free by UNESCO

How To Review Software

Software title

Publisher

Format (disk, CD-ROM etc)

Hardware requirements (memory, sound, CD-ROM drive etc)

Cost

Educational Issues

What educational needs of students does it meet?

Age range

Ability range

Areas of the curriculum

What pre-knowledge is expected?

Who might operate the program (teacherindividual learner, small group etc)?

Does the software present the best way ofenhancing the learning?

Is the software 'friendly'?

51

Is the software robust?

Is the software flexible?

Is the learning managed in any way?

Does the pack include curriculum materials?

Links with other materials e.g. reading schemes?

Any special devices needed e.g. overlaykeyboard?

Comments

52

Annex 14Workshop Evaluation Sheet

Please read each question, then select one of these five alternatives:Strongly Disagree (1), Disagree (2), Undecided (3), Agree (4), Strongly Agree (5)

Please feel free to comment on any aspects of this workshop in the space below or on another sheet. This will help us inrefining our future faculty training workshops.

Criteria 1 2 3 4 5The objectives of this workshop were closely defined 28 1 8 19

Technical Information was accurate and up to date 5 11 12

Material was interesting and is motivating 15 13

The pace of instruction was good 2 13 13

The technical content and structure of the workshop was to my expectation 1 18 9Overall quality of instruction was good 2 14 12

Workshop handouts were relevant to the workshop objectives, 3 13 12This workshop contributes significantly to my professional growth 2 12 14Pre-Workshop arrangements and organisation were handled professionally 1 4 12 11Accommodation, meals, and coffee breaks were good 1 4 15 8

My level of preparation was adequate to participate in this workshop 1 4 12 11I would definitely recommend this workshop to my colleagues 9 19

What did you most like about this workshop?

Team work of trainers and UNESCO staff 12...Learning some new software and ideas to use in our teaching 4Programme containing a range ofuseful activities 10The computer room, software and other facilities 13Seriousness of workHow people worked well together...Quality ofpresentationsTime for discussionsWorking in groups 4Method of teaching and organisation 5Exchange of information between trainers and participants 4Improve my knowledge about using computers and training methods

What would you like to be changed about this workshop?More help for individualsGroup workMore time 7Time of year for training was not convenient 8Provide a programme and aims before the workshop 5Need time to learn more English or to better be able to understand what is saidMake website for our schoolLearn to use software such as Java, Flash and Visual basic that would enable us to make software to help teach ourstudents 2More software to use in our subjectsSmaller number ofparticipantsMore technical helpTime ofmealsBetter software provided for usSpeak slowerDivide workshop into maths and science 2Better documentation

53

What are your current plans for utilising the material presented in this workshop at your school?Training colleagues on what I learnt 15Train myselfmore 3Use the resources and ideas learnt in my lessons 9As an inspector ofphysics provide training to my schoolsReport to my manager

What additional activities should UNESCO Cairo Office and PPMU undertake to help promote the use of recentinformation technologies in high school education?

Provide more software and equipment as used in this workshop / 5Provide assistants to the teachersProvide more training and new ideas / 10Help with the implementation of the programme in schoolsBetter internet accessMaintain contact with the trainers / 3More training on planning and evaluating plus an opportunity to act as assistants / 2Repeat workshop with more teachersProvide training at a higher level /4Provide computers and latest software for trainers / 2

The outcomes of the evaluations were;

Criteria Percentage who eitheragreed or stronglv agreed

The obiectives of this workshop were closely defined 96Technical Information was accurate and up- to- date 82Material was interesting and is motivating 100The pace of instruction was good 93The technical content and structure of the workshop was to my expectation 96Overall quality of instruction was good 93Workshop handouts were relevant to the workshop objectives 89This workshop contributes significantly to my professional growth 93Pre-Workshop arrangements and organisation were handled professionally 82Accommodation, meals, and coffee breaks were good 82My level ofpreparation was adequate to participate in this workshop 82I would definitely recommend this workshop to my colleagues 100

For further analysis the evaluation sheets can be seen at the UNESCO Office in Cairo.

54

Annex 15QUESTIONNAIRE

l.Name: I2.Male: D I Female D 3. Date ofbirth4. Govemorate: 5. School Name:6. How many years teaching? I 1-5 I 6-10 I 11-15 I 16-20 I >207. Subject? I Biology Chemistry Geology I Maths Physics8. Do you own a computer? I Yes D No D9.Email address? I10. How many computers can be For your subject? In whole school?used by teachers?

11. Where are these computers? Multimedia Lab? Computer Lab?

12.How often do you use Daily Weekly Never Other - please specifycomputers when teaching?

13. Has the UNESCO workshop helped to improve the way you Yes Noteach? D D14.Please explainyour answer?

15.Where and when have you had anyother training to use computers?

16. Has this trainin~ helped to improve the way you teach? I YES D NO D17. Please explain your answer?

18. How do you use In place ofa To make To show To findcomputers with your book ideas clear experiments informationclasses?

19. Please explain if youuse computers in anotherway

20. What help would you Being given training kits to train By workshops such aslike to make better use of yourself? those run bycomputers in lessons? UNESCO?

21. How else might this bedone?

Thank you for completing this questionnaire.

55