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How can grasshoppers change ICT practices?. July 5 th – 7 th 2011, ICT in the Classroom Conference, Johannesburg, South Africa. By Lieve Leroy, VVOB Zambia. Case. You attend a workshop, but upon returning to your own workplace, you fail to implement the lessons learned.

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How can grasshoppers change ict practices

How can grasshoppers change ICT practices?

July 5th – 7th 2011, ICT in the Classroom Conference, Johannesburg, South Africa

By Lieve Leroy, VVOB Zambia


  • You attend a workshop, but upon returning to your own workplace, you fail to implement the lessons learned.

  • Your colleague just got his ICDL certificate, but still has a classroom full of chalk and talk.

Ever experienced something like this?


By the end of the session delegates will:

  • Have reflected on capacity building in ICT, inclusive of integration in class/work practices.

  • Have exchanged good ideas and go home with a basket of tips and tricks.

  • Have a good understanding of the Grassroots approach and have reflected on the duplicability of it.

Getting started
Getting started

  • Think of an ICT tool (Web 2.0) which inspired you during the last year.

  • What was the trigger that made you start using it?

  • Speed dating set up

  • Plenary

More questions
More questions

  • Have you ever succeeded in motivating a/some colleague(s) to use an ICT tool?

  • What was the key to success?

  • Think

  • Pair

  • Share

Our tool box to success
Our tool box to success

  • Let’s make an inventory

Some guidelines
Some guidelines

  • ICT application in the classroom:

    • requires staff development

    • implies change, which might trigger resistance

  • Highly effective ways of staff development are: discussing, coaching, mentoring, observing and developing others are highly effective

  • comfort  risk  danger:

    • Feasible but challenge

    • Support (time, materials, coach)

    • Confidence

Our tool box to success1
Our tool box to success

  • Reflect on the guidelines and relate those to our tool box: how effective are our approaches

Grassroots zambia
Grassroots Zambia

“Learn to use & Use to learn“

  • Based on Grassroots TU Delft, The Netherlands

  • Done in Zambia, community schools and colleges of education


  • Staff at all levels can submit a proposal for a small scale initiative to enhance the introduction of ICT, or innovative methods of teaching at school/college (bottom up)

  • Expert support/guidance over the duration of the project (technical and educational support)

  • Reward for a successful implementation

  • Dissemination in a good practices seminar and publication of good practices

Why grassroots
Why grassroots?

  • Stimulate lecturers, with little or no experience with ICT, to get a feeling for using ICT

  • Increase the use of ICT in education in the institute

    Why is it successful:

  • Lecturer is the owner of the idea; feels empowered

  • Stimulating creativity of lecturers

  • Enthusiasm and commitment

  • Stimulates peers; appealing concept

  • Students are immediately benefiting


Approval of proposals

In zambia two rounds
In Zambia: two rounds

5 thematic groups:

  • Find, search, collaborate

  • Audi, visual and video learning

  • Gadgets and tools

  • Language and Mathematics

  • Hands on ICT

“Those who make a

distinction between

education and


don't know the

first thing

about either.“

 -- Marshall McLuhan

Agreement working together
Agreement Working Together

The role of the mentor in grassroots is:

  • Give feedback

  • Give advice on how to balance responsibilities, set professional priorities and action plans.

  • Help to find technical/subject matter inputs and resources.

  • Empower participants to take responsibility for their own project, experience and learning.

  • Organise meetings with the ‘peer group’.

  • Create linkages with colleagues from other institutions.

Getting started1
Getting started

  • How would the concept of grassroots project be transferable to your situation?

  • Discuss your own challenges in the use of ICT in your organisation/class.

    Come up with a grassroots proposal to solve this situation





    With contributions from presentations by Kristin Smets (VVOB Brussels) and Leonie Meijerink e. a. (VVOB Zambia)


  • Bubb, S., Earley, P. (2007). Leading and managing continuing professional development (2nd ed.). London: Paul Chapman Publishing.

  • Bubb, S. Earley, P., Leading staff development for school improvement, School Leadership and Management, Vol 29, No 1, February 2009, pp. 23-37.

  • Fullan, M. (2007), The New Meaning of Educational Change (4th ed.), London: Routledge.

  • Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N. and Yashkina, A. (2007) Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools, 6:1, pp.37-67.

  • Marzano, R.J. (2003), What Works in School: Translating Research into Action, Alexandria, VA: ASCD.

  • Marzano, R.J., Waters, T. and McNulty, B.A. (2005), School Leadership that Works: From Research to Results, Alexandria, VA: ASCD.

  • Meijerink, L., Dopper, S., Cornille, B., Duplicability of Grassroots concept to inspire educators to use ICT in education, eLearning Africa Conference, 26 May 2010, Zambia.

  • Pont, B., Nusche, D. and Moorman, H. (2008), Improving School Leadership, Volume 1: Policy and Practice, Paris: OECD.

  • Reeves, D. B. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.

  • Schollaert, R. and Leenheer, P. (Eds.) (2006), Spirals of Change. Educational change as a driving force for school improvement, Leuven: Lannoo Campus.