Shifting pedagogical space: Egyptian educators use of Moodle

ABSTRACT This article focuses on exploring the outcomes of an e-learning initiative in Egypt. Researchers conducted training with 17 Egyptian educators on how to build, maintain, and teach using Moodle, an online content management system. The researchers evaluated the outputs of the training using the Technology Adoption Model (TAM) in an effort to assess perceived usefulness and perceived ease of use of this innovation in this particular context. Analysis revealed that trainees were neutral with regard to the ease of learning and using the new skills around Moodle, but perceived long-term usefulness of the training negatively. The lessons learned from this project and suggestions for e-learning in less developed countries are also explored. INTRODUCTION The United Nations Educational, Scientific and Cultural Organization (UNESCO 2008) developed teacher competency standards for information and communication technology (ICT) that aim to improve educational systems through the effective use of ICTs. These standards note that schools should be learning organizations where teachers and administrators "have the ability and inclination to experiment and continuously learn and use ICT to create professional knowledge communities" (UNESCO 2008, p. 12). With regard to using ICTs to improve educational outputs, the standards note that educators "must be able to design ICT-based knowledge communities and use ICT to support the development of students' knowledge creation skills and their continuous, reflective learning" (UNESCO 2008, p. 12). Achieving such standards requires a pedagogical shift in systems and classrooms. Thus, there is a need professional development that helps teachers learn the technologies while simultaneously supporting these teachers to use such technologies for teaching and learning. In many more developed countries, providing technology-centered professional development has been a priority of many school districts for decades (Office of Technology Assessment 1995; Trotter 1999; Sales 2009). In less developed countries however, creating, implementing, and sustaining technologyfocused professional development is a relatively recent phenomenon (Richardson 2009, 2011). Nevertheless, continued professional development of teachers is viewed as a means to both improve teacher quality and to increase student learning (Berry, Daughtrey, & Wieder 2010; Jung 2005). Thus with regard to professional development around ICTs there is a need to better understand what works and what does not work in various contexts in the less developed world. This article explores the approaches and outputs of a set of trainings from a USAID funded project in Egypt. A central focus of this project was to infuse ICTs into the education system throughout the country. In the current study, the researchers sought to understand the experiences and perceptions of Egyptian educators as they engaged in training about online learning and as they attempted to create online courses for other educators in the country. The researchers will present a review of the literature focused on online learning in less developed countries followed by an overview of technology and education in Egypt. The researchers then provide a brief description of this specific technology-training project in Egypt. This is followed by an analysis of that training. Finally, this article concludes with findings and suggestions for moving forward. LITERATURE REVIEW Online Learning in Less Developed Nations The body of literature points to various factors essential for effective technology-focused professional development of teachers. First, teachers are more motivated to attend professional development opportunities and to actively participate if they are able to keep the tools for which they are learning (Richard 2007). These tools might include software or hardware. Second, technology focused professional development should include a teachers' network where expertise and advice from individuals involved in the training can readily be obtained (Berry, Daughtrey, & Wieder 2010; Jung 2005). …