In less than three months, Ayoub Kafyulilo's life has completely changed. The Kennispark Scholar recently arrived from Tanzania to study how to integrate Information Technology Communications into the educational environment back home.
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| Ayoub Kafyulilo describes his latest ideas about TPACK (technological, pedagogical, and content knowledge) in relation to flexibility in (Foto: Gijs van Ouwerkerk) |
Kafyulilo, 30, said, `ITC is just beginning in Tanzania,' as he talked about his home life while in the Cubicus cafeteria. The view of bare autumn trees outside was a stark contrast to the tropical climate of his East African country. `Even if the people have never seen a computer, they have heard about it. I'm here to learn the best techniques for integrating technology with pedagogical choices, student flexibility, and classroom content.'
Kafyulili, which in his ethic language of Kibena means, `The one whose grandfathers were skilled knife sharpers,' teaches secondary school teachers at Dar-es-Salaam University College of Education. The college was established in 2005 to address the acute shortage of educational experts in Tanzania. Kafyulilo's expertise is in educational media and technology, and science teaching methods.
Not only did Kafyulilo's move to Enschede bring a change of weather, but he switched from being a professor to student, and single to married. `I was married on August 1 and came here on August 15. My wife is a primary school teacher and being away from her is a hardship, but I am grateful for this opportunity. I hope to eventually complete a PhD that analyzes the performance of Tanzanian students and their teachers who incorporate ITC in the classroom.'
One of Kafyulilo's interests is flexibility in the classroom. `The learner always wants more flexibility,' smiles Kafyulilo. `Flexibility with the content, location, and time. But the teacher must also control the boundaries in which these things occur. Teachers also must think critically about their lessons. They must realize that they are planning a lesson for the learners, not for themselves!'
`One thing I learned here is not to overload one sense. For example, when you put video and text together to teach biology, you are overloading the visual sense of your learners. Also, it is better to introduce text and visual elements together, not separately.'
Tanzania is renowned for its gold, diamonds, Tanzanite gemstones and other natural resources. Many tourists travel to experience the country's beautiful national parks such as the world-famous Serengeti and the Ngorongoro Conservation Area. Mount Kilimanjaro, Africa's highest peak, is situated in Tanzania's mountainous northeast.
Amazingly, Tanzania has 126 ethnic groups, all speaking their own language. All of these can be written using the Roman alphabet except the Maasai language. `It's a bit like Dutch,' said Kafyulilo. `They also have a guttural “g” that is difficult to pronounce.'
Swahili is the national language but English is used in secondary education, universities, technology and higher courts. Kafyulilo believes this diversity enhances the integration of ITC into the classroom. `Our people are used to integrating. People marry between tribes. You find little resistance to new ideas. Perhaps the only people who might resist using a computer are the older teachers who might wonder why they should change their methods after so many years.'
This is Kafyulilo's first time to travel and live outside of Tanzania. `Being in a foreign country is challenging. You need to be committed. But it brings you great exposure to other ways of thinking and forces you to reflect on your own life. I am always eager to learn more. I am always asking myself, “How can this be applied in my country? How can this be enhanced?” My presence here has great meaning for my work.'
