Createch Motives Afrika Ltd

Algo Peers is a community that is committed to raising Africa’s next generation of problem-solvers by improving equitable access to quality STEAM education.

Samuel Quansah, Founder & Program Director at Algo Peers, is a skilled professional with a degree in Business Management and certifications in Google Project Management, Data Analytics, Financial Modeling, and Business Intelligence. With over 5 years of experience, Sam has nurtured a social learning community, empowering problem solvers in Africa.

His expertise includes project management, curriculum development, and learning technology design, recognized by his certification as a Microsoft Innovative Educator. He mentors scholarship recipients, engages in community leadership, and facilitates programs training educators worldwide.

Sam's leadership has secured grant partnerships with Microsoft for Startups, among others, fueling Algo Peers' growth in Ghana. He spearheaded the development of a localized Micro:bit Professional Development program,, trained educators, and managed coding programs for underserved students, achieving a 54% female engagement rate and reducing costs by 74%.

Sam's coordination with stakeholders has strengthened Algo Peers' position, and he actively fosters strategic partnerships for its success and expansion, making him a driving force in African education.

The strategic leadership team at Algo Peers is uniquely positioned to effectively support the LEAP Project, despite other priorities within our organization. The team's diverse background in education, business, and technology, coupled with their extensive experience and history of collaboration with prestigious institutions, equips them with the necessary skills and knowledge to lead this project successfully.

Firstly, the team lead has a wealth of experience in project management and strategic planning, having successfully led numerous projects in the past. Their expertise in coordinating with stakeholders and managing resources ensures that the LEAP Project will be executed efficiently and effectively. Additionally, their background in education and technology provides them with a deep understanding of the challenges facing education in Africa, allowing them to tailor the project to meet the specific needs of the target audience.

Furthermore, the supporting team members bring a diverse range of skills and expertise to the table. With backgrounds in curriculum development, technology design, and community engagement, they are well-equipped to tackle the various aspects of the LEAP Project. Their experience working with organizations such as the Mastercard Foundation, Gates Foundation, and others, demonstrates their ability to collaborate effectively with external partners and stakeholders.

Despite other priorities within the project, the team is committed to the success of the LEAP Project. We understand the importance of this project in addressing the educational challenges in Africa and are dedicated to ensuring its success. The team's track record of delivering results, combined with their passion for education, makes them the ideal choice to lead this project and drive positive change in African education.

Enhancing Culturally Responsive K-12 STEAM Education in Ghana: A Grassroots Approach to Developing a Pedagogical Framework for EdTech Solutions.

For over three years, our team has cultivated a passion for STEAM (Science, Technology, Engineering, Arts, and Mathematics) in over 550 Ghanaian K-12 students (ages 6-15). Collaborating with the Ghana Education Service (Regional Office) and hundreds of educators, we've used engaging tools like micro:bit, MIT App Inventor, and MakeCode to create a dynamic learning experience that integrates child development and the specific needs of local communities.

However, our research revealed a critical gap: the lack of culturally relevant EdTech solutions.  For example, during interviews with 10 schoolchildren at Abura TI Ahmadiyya School, we found that all the students could define Artificial Intelligence (AI), but none had ever used an AI tool. This disconnect between the content and their lived experiences hinders student engagement, learning outcomes, and limits their potential as future innovators.

Why Culturally Relevant EdTech Matters:

Commercially available EdTech solutions often present generic content that fails to resonate with Ghanaian cultural dynamics, traditions, languages, and experiences. Students struggle to connect abstract STEAM concepts to their own lives and see the practical applications for their communities and future careers. This lack of connection leads to disengagement and stifles their potential.

The current EdTech landscape overlooks the diverse cultural contexts and educational needs across Africa. Students are exposed to content and narratives that may not reflect their heritage or surroundings, leading to feelings of alienation and disinterest. This undermines the effectiveness of STEAM education in fostering a sense of ownership and agency in students.

Culturally irrelevant EdTech fails to equip students with the skills and knowledge to address the specific challenges faced by their communities. We believe students in rural villages should be able to use STEAM to create solutions for sustainable agriculture or water management, not just learn about robotics in urban settings.

A Case for Culturally Responsive STEAM:

Consider our experience using Micro:bit Classroom for coding lessons. While the platform offered engaging activities, the content generically focused on global goals. Our dedicated community mentors recognized this disconnect and redesigned the teaching methods to a local context. This shift resulted in a significant improvement in learning outcomes. Students actively shared ideas and prototyped solutions relevant to their communities, tackling challenges like limited water access or crop protection.  

However, limitations arose due to the curriculum's assumption of access to advanced tools. Mentors had to be resourceful, using readily available materials like plastic and local resources instead of 3D printing, demonstrating the ingenuity that flourishes when solutions are culturally relevant.

These challenges are not unique to Ghana. Similar issues have been identified in China and Indonesia, highlighting the need for a global effort to address them (Wang, 2018; Herawati, 2023; Amiruddin, 2022).

This is why we're developing a framework for culturally responsive STEAM EdTech solutions.  Our project empowers students to become innovators for their communities by integrating their cultural heritage and local needs into the learning experience.

This project tackles the critical need for culturally relevant STEAM (Science, Technology, Engineering, Arts & Mathematics) education in Ghana. We propose a comprehensive framework, informed by research and designed to empower educators and students through culturally responsive EdTech solutions.

Phase I: Participatory Research for Culturally Responsive STEAM EdTech:

We'll conduct interactive workshops, surveys, and focus groups with upper primary students (ages 8-12) to understand their learning preferences, cultural connections to STEAM, experiences with EdTech, and interest in using MIT App Inventor for projects.

Semi-structured interviews with educators will explore existing challenges, preferred teaching methods, and experiences with current EdTech solutions.

Surveys and focus groups with parents will gather their expectations for STEAM education, cultural values they want incorporated, and perceptions of technology use in classrooms.

We'll engage with policymakers from the Ghana Education Service (GES) to discuss national goals for K-12 STEAM education, infrastructure needs, and potential policy changes to support culturally responsive EdTech solutions.

Partnerships with teacher training institutions will help us investigate curriculum content, teaching methodologies, and the need for programs that equip educators with culturally responsive EdTech skills, specifically focusing on MIT App Inventor.

Phase II: Framework Development and Pilot Testing:

• We'll analyze existing curriculum materials and research on culturally responsive pedagogy and MIT App Inventor use in STEAM education globally.

• Using a mixed-methods approach (quantitative and qualitative data analysis), we'll identify key themes and patterns related to student needs, educator experiences, parental expectations, and policy-level needs.

• Informed by the needs assessment and research findings, we'll develop a comprehensive report with clear visuals and recommendations for the framework's design principles, content suggestions, professional development needs for educators, and infrastructure/policy changes to support sustainability.

Phase III: Implementation and Sustainability:

An online/offline Open Educational Resource (OER) toolset will be created, housing culturally relevant lesson plans, activities, multimedia content, and a searchable database categorized by subject, grade level, and local challenges addressed.

The platform will be user-friendly and include ongoing needs assessment strategies for educators to ensure the curriculum remains relevant.

We'll emphasize using readily available materials alongside digital tools, fostering a culture of innovation and resourcefulness.

A stakeholder engagement ecosystem will be maintained to gather continuous feedback and refine the framework and resources over time. The online OER database will be designed as an ongoing resource, constantly updated with new content contributed by educators across Ghana.

Impact and Long Term:

This research-driven, culturally responsive STEAM EdTech framework has the potential to significantly impact STEAM education in Ghana. 

By empowering educators and students with culturally relevant resources and promoting innovation through locally-sourced solutions, we aim to:

• Enhance student engagement and learning outcomes

• Equip them to address real-world issues facing their communities through the application of STEAM knowledge.

This project represents a significant step towards achieving equitable and culturally responsive STEAM education in Ghana, laying the groundwork for future expansion and adaptation across Africa.

Our organization is committed to developing and evaluating culturally responsive STEAM education solutions. While the framework described is still under development, we've conducted a valuable 12-month pilot program in Cape Coast, Ghana, that provides insights into its potential effectiveness.

Pilot Program: Expanding Access and Empowering Learners (12 Months)

This program aimed to:

Increase Access to Quality STEAM Education and Infrastructure: 

We addressed equity gaps in education by providing after-school STEAM programs to 70 learners (aged 7-15) from rural and suburban communities in Cape Coast. Our makerspace served as a hub, offering access to internet, micro:bit devices, Arduino UNO boards, electronic components, and MIT App Inventor software.

Promote Culturally Relevant Learning: 

The "Do Your: Bit Challenge" was localized to encourage students to apply STEAM concepts to solve problems relevant to their communities (e.g., agriculture, water management). We also integrated the concept of Global Goals, fostering an understanding of global challenges and their local impact.

Develop Problem-Solving Skills and Innovation:

Students designed solutions to pressing social, economic, and environmental challenges faced by their communities. This fostered critical thinking and entrepreneurial mindsets aligned with Sustainable Development Goals (SDGs).

Holistic STEAM Integration: 

We promoted STEAM integration across the curriculum, pedagogy, extracurricular activities, and teacher training through the "Algo Peers Leads" program, in partnership with the Department of Math and ICT Education at the University of Cape Coast (UCC).

To ensure program sustainability and wider impact, we established key partnerships:

BBC Micro:bit Educational Foundation
Ghana Education Service (GES) Regional Office
Department of Math and ICT Education - University of Cape Coast (UCC)
Local Assembly
20 Rural and Suburban Schools

To assess the program's effectiveness, we employed a mixed-methods approach:

Pre- and Post-Tests: Students completed tests measuring STEAM knowledge and problem-solving skills before and after the program.
Project Evaluation Rubrics: We developed rubrics to evaluate the quality and creativity of student-designed solutions to community challenges.
Student and Mentor Surveys: We conducted surveys to gather feedback from students and mentors on their experiences, including perceptions of the program's cultural relevance and impact on learning.
Focus Groups: Focus groups facilitated discussions with students and mentors to gain deeper insights into the program's strengths and weaknesses.

Preliminary Findings (Positive Trends):

While a full analysis is ongoing, we've observed positive trends:

Increased STEAM Knowledge: Pre-test and post-test scores suggest gains in students' understanding of STEAM concepts.
Improved Problem-Solving Skills: Project evaluations indicate students developed stronger problem-solving abilities applied to real-world contexts.
Enhanced Engagement and Motivation: Student and mentor surveys suggest the program fostered engagement and interest in STEAM learning.
Culturally Relevant Learning: Feedback highlights the program's success in connecting STEAM education to students' cultural experiences and local challenges.
Early Signs of Innovation: Two learners have submitted an energy efficiency measuring project, developed using a localized approach to MIT App Inventor, to the MIT Global AI Hackathon.

These promising initial findings encourage us to continue developing our culturally responsive STEAM EdTech framework. 

Our 12-month after-school program in Ghana's Central Region provides valuable insights into the effectiveness of our proposed culturally responsive STEAM EdTech framework, particularly regarding the use of micro:bit devices and the impact of localized pedagogies.

A Target Audience with No Prior Experience:

Significantly, 100% of the 45 surveyed learners (average age 10) had yet to gain experience with single-board computers. This aligns with our study highlighting the limited access to technology in many Ghanaian communities.

Micro:bit and Localized Pedagogy: A Winning Combination

The program's success is particularly noteworthy because mentors localized their teaching methods for the micro:bit. This means they adapted the curriculum and instruction to connect with students' cultural backgrounds and local contexts.

The data reflects the positive impact of this approach:

• 100% of learners found micro:bit coding easy to learn. This revealed that the localization approach to content delivery by community mentors effectively addressed potential barriers for newcomers.

• 100% of learners reported satisfaction with their micro:bit learning experience. This high satisfaction rate indicates the micro:bit, combined with localized teaching, effectively engages students and fosters a positive attitude towards coding.

• 79.4% of learners reported finding computer science subjects easier after using the micro:bit. 

• This suggests a strong connection between hands-on micro:bit activities, culturally relevant contexts, and improved understanding of core computer science concepts.

Independent Learning and Programming Preference:

The data also reveals promising trends in independent learning and programming language preference:

• 71.1% of learners can independently build coding projects with the micro:bit. This demonstrates the program's effectiveness in equipping students with the skills to apply their knowledge and create original projects, fostered by the localized learning approach.

• 60% of learners expressed a preference for writing code using MicroPython. This suggests an alignment between the program's focus on MicroPython and student preference, potentially fostering long-term coding skills development.

Informing Our Work Moving Forward:

These findings strongly support our assumption that culturally relevant STEAM learning approaches with education technology solutions enhance learning outcomes for schoolchildren. 

The Algo Peers Program is dedicated to creating a scalable, culturally responsive STEAM EdTech framework that empowers Ghanaian students. While our pilot program yielded promising results, a robust evidence base is crucial to secure wider adoption and ensure long-term impact. 

Here's why now is the right time to engage in a LEAP Project:

Capitalizing on National Policy Alignment

The Ghanaian government's recent policy shift is particularly opportune for our project. The National Council for Curriculum and Assessment (NaCCA) has introduced a revised curriculum framework for basic schools (Kindergarten-Junior High School) that emphasizes Science, Technology, Engineering, Arts, and Mathematics (STEAM) as core competency skills.

This policy change highlights the government's recognition of the critical role STEAM education plays in equipping students with the skills they need to thrive in the 21st century. Our culturally responsive STEAM EdTech framework directly aligns with this national priority.

Our pilot program's success was localized within Ghana's Central Region. Engaging in a LEAP Project allows us to:

Refine our ongoing OER toolset development for wider use: 

Incorporating a broader range of educators and edtech solution partners enables us to collect feedback on the online/offline OER toolset, ensuring its efficacy in aiding teachers across diverse regions with varying levels of technology access.

Benefitting from a diverse array of research and social entrepreneur Fellows from Leap grants us access to a wealth of expertise, enriching our education solution's journey towards establishing a robust evidence base.

Develop a sustainable implementation model: 

We eagerly anticipate the opportunity to strengthen the evidence base for our education solution through tailored research recommendations from expert researchers at LEAP. Our grassroot participatory approach involves experimenting with diverse implementation strategies, including forming partnerships with edtech platforms like MIT App Inventor, Scratch, as well as engaging local and global stakeholders. This endeavor aligns with our dedication to enhancing STEAM education through culturally responsive EdTech in Ghana. Through LEAP, we seek to leverage a global network of experts to refine our approach and maximize our impact on learners. We are excited to contribute to the LEAP community and embark on this transformative journey together.

Position Ghana as a leader in Culturally Responsive STEAM Education through the LEAP networking opportunity: 

A successful LEAP Project can serve as a model for other African countries seeking to integrate cultural relevance and technology into their education systems. This can position Ghana at the forefront of innovative and inclusive STEAM education approaches.

The data and insights gained through a LEAP Project will guide further development of our framework and inform future research on culturally responsive STEAM education in Africa.

Engaging in a LEAP Project now offers a timely opportunity to build upon the initial successes of our pilot program. By strengthening the evidence base for our culturally responsive STEAM EdTech framework, we can secure wider adoption, empower educators, and ultimately, empower the potential of future Ghanaian STEAM leaders.

How do upper primary students (ages 8-12) in Ghana perceive the cultural relevance of STEAM education, and how does this influence their engagement with EdTech solutions like MIT App Inventor?

What are the existing challenges faced by educators in Ghana regarding the integration of EdTech solutions into culturally responsive STEAM education, and what strategies do they employ to address these challenges?

What are the expectations and perceptions of parents in Ghana regarding culturally relevant STEAM education, and how do these align with or differ from national goals and policies set by the Ghana Education Service (GES)?

This project aims to develop a structured document outlining a culturally responsive pedagogical framework specifically designed for EdTech solutions utilizing MIT App Inventor. The framework will be informed by a comprehensive needs assessment and community-driven research.

Focus on Desired Outputs:

Community-Driven Literature Review: This section of the structured document will present a comprehensive review of existing research on culturally responsive pedagogy, STEAM education using MIT App Inventor, and the Ghanaian educational context. This review will be conducted through consultations with local educators and stakeholders to ensure its relevance to the Ghanaian context.

Curriculum Content Approach: The structured document will include a draft framework outlining a culturally responsive approach to curriculum content. This will provide guidelines for integrating local contexts, student experiences, and Ghanaian cultural values into STEAM lessons designed for use with MIT App Inventor.

Instructional Methods: This section will detail a plan for culturally responsive instructional methods that leverage MIT App Inventor for project-based learning, student collaboration, and problem-solving activities. This plan will outline specific strategies for using MIT App Inventor to enhance student engagement and learning in a culturally relevant way.

Needs Assessment Strategies: The structured document will outline the development of tools and protocols for ongoing needs assessments. This could include online surveys, focus groups, and teacher interviews. These strategies will ensure the framework remains relevant to evolving needs and educational contexts in Ghana.

Deliverable: Draft Culturally Responsive Pedagogical Framework for EdTech 

This LEAP Project will produce a draft culturally responsive pedagogical framework delivered as a structured document. This framework will incorporate insights from the community-driven literature review, curriculum content approach, instructional methods plan, and needs assessment strategies.

Algo Peers  is dedicated to creating lasting change in Ghanaian STEAM education.  The LEAP Project outputs – a  structured document outlining a culturally responsive pedagogical framework for EdTech solutions using MIT App Inventor –  will serve as the cornerstone for a multi-phased action plan.

Phase 1: Framework Dissemination and Refinement (3 Months)

Dissemination Strategy: The framework document will be translated into relevant Ghanaian languages and disseminated through various channels. This includes online platforms frequented by educators, workshops in collaboration with the Ghana Education Service (GES), and presentations at national educational conferences. Partnering with teacher training institutions will ensure pre-service educators are introduced to the framework.

Pilot Testing and Feedback: Strategic partnerships with a select group of Ghanaian schools will be established to conduct pilot programs using the framework. Educators will be trained on the framework's principles and provided with support in integrating culturally relevant STEAM lessons with MIT App Inventor. Feedback from pilot participants (educators, students, and parents) will be gathered through surveys, focus groups, and interviews. This feedback will be used to refine the framework and instructional methods for wider implementation.

Phase 2:  Building the OER Platform and Expanding Partnerships (6 Months)

OER Platform Development: Based on the framework and feedback from the pilot program, a user-friendly online and offline OER platform will be developed. This platform will house culturally relevant lesson plans, activities, multimedia content, and a searchable database categorized by subject, grade level, and local challenges addressed. The platform will be designed with accessibility in mind, considering potential limitations in internet connectivity in some regions.

Stakeholder Engagement and Sustainability: A comprehensive stakeholder engagement plan will be established. This will involve ongoing communication with the Ministry of Education, GES, teacher training institutions, and technology partners. Partnerships with NGOs and technology companies will be explored to secure funding for ongoing platform maintenance, content creation, and educator training programs.

Phase 3: National Dissemination and Long-Term Impact (Ongoing)

National Implementation: Collaboration with the GES will be crucial for national dissemination. We will advocate for the framework's integration into teacher training programs and curriculum guidelines. Workshops and online training modules will be offered to equip educators nationwide with the skills and resources to leverage the framework effectively.

Community of Practice and Continuous Improvement: An online community of practice will be established for educators to share best practices, troubleshoot challenges, and collaborate on the development of culturally relevant STEAM content for the OER platform. This platform will be designed to be continuously updated with fresh content contributed by educators across Ghana.

Monitoring and Evaluation: A robust monitoring and evaluation plan will be implemented to track the framework's impact on student learning outcomes, teacher engagement, and overall STEAM education quality in Ghana. Data collected will be used to identify areas for further improvement and measure the project's long-term success.

By following this action plan, Algo Peers Learning Community aims to transform the structured document outlining the culturally responsive STEAM EdTech framework into a living and evolving resource. Through strategic partnerships, continuous refinement, and a commitment to national dissemination, this project has the potential to empower educators, ignite student passion for STEAM subjects, and bridge the digital divide in Ghanaian education.

The project will establish Algo Peers as a thought leader in culturally responsive STEAM education within Ghana. By leading the development of the framework document, we will gain valuable expertise in integrating local contexts, student experiences, and Ghanaian cultural values into STEAM lessons using EdTech tools like MIT App Inventor. This expertise will position us to offer future workshops, training programs, and support for educators implementing the framework.
Enhanced Network and Partnerships: The project will foster essential collaborations with key stakeholders in Ghanaian education. Engaging with educators, policymakers (GES, Ministry of Education), and technology providers during the needs assessment and framework development will build trust and establish our organization as a valuable resource for advancing STEAM education.
Sustainable Impact Model: The project will lay the groundwork for a sustainable impact model. By designing the OER platform for user-friendliness and offline accessibility, we can ensure its usefulness across diverse Ghanaian educational contexts. Developing a stakeholder engagement plan and exploring partnerships for platform maintenance and content creation will ensure the OER remains a relevant and valuable resource over the long term.
For the Culturally Responsive STEAM EdTech OER Solution:

Empowering Educators as Content Creators: The long-term vision is for the OER to evolve beyond a static document. By establishing an online community of practice for educators, we aim to empower them to contribute culturally relevant lesson plans, activities, and multimedia content to the platform. This fosters a collaborative environment where educators can learn from each other and ensure the OER reflects the diverse needs and contexts of Ghanaian schools.
Bridging the Digital Divide: The offline accessibility of the OER platform will be critical for reaching under-resourced schools with limited internet connectivity. This ensures that all Ghanaian educators have access to the framework and culturally relevant resources, regardless of their location or technological infrastructure.
Promoting Innovation and Problem-solving: By using MIT App Inventor as a core EdTech tool, the OER solution will encourage project-based learning and student-driven problem-solving. This fosters critical thinking skills, collaboration, and empowers students to address real-world challenges in their communities through the application of STEAM knowledge.
Scaling Up for National Impact: The initial framework document and OER platform developed during the 12-week sprint will serve as a springboard for national dissemination efforts. Collaboration with the GES and teacher training institutions holds the potential to integrate the framework and OER into national curriculum guidelines and pre-service teacher education. This systemic change can ensure that culturally responsive STEAM education becomes a cornerstone of STEAM education throughout Ghana.
In conclusion, the 12-week LEAP Project represents a significant first step towards achieving  Algo Peers Learning Community's vision of empowering Ghanaian educators and students through culturally responsive STEAM education.  The project's long-term outcomes hold promise for establishing a sustainable and scalable solution that can bridge the digital divide, ignite student passion for STEAM subjects, and ultimately transform the landscape of STEAM education across Ghana.