Abstract:

The Sankoré project was launched in Mauritius in 2011. This initiative [originating from the Franco-British summit of 2008] aims at providing African teachers and learners with digitized curricula to achieve Millennium Development Goals. Since then, a number of digital educational resources have been designed and developed by the Learning Factory at the Mauritius Institute of Education. Furthermore, classrooms have been equipped with interactive projectors for the deployment of these resources by teachers and learners. In this context, teachers have been inducted [during training sessions] to a techno-pedagogical model for the use of technology in the digital classroom. This model has also been adapted for classroom monitoring as well by headmasters and school inspectors. The paper describes the new, contextualized techno-pedagogical model devised for the purposes of the Sankoré project. For the conceptualization of this contextual model, a number of techno-pedagogical models have been considered by the project team. The model devised by the project team currently drives the implementation of technology in the classroom. This paper considers existing techno-pedagogical models, their potentials and limitations. The theoretical underpinnings of this new model, namely Enactivism are discussed. The paper also draws from classroom experiences of project staffs during school visits and on-the-job empowerment and headmasters feedbacks with regards to the implementation of this new techno-pedagogical model.

Keywords:

Digitized curriculum, techno-pedagogical model, Sankoré, Mauritius, enactivism, interactive.