5.1.4 Innovative Teaching and Learning

I have decided to reflect here at my level as a policy maker in the Ugandan Education system. In this regard, I will mainly dwell on the teachers with whom I have a slightly direct link since I am not an active practitioner in the classroom. I will therefore look at the kind teachers; we deal with as the ministry of Education Science Technology and Sports. An examination of the teachers and what they are able or not able to do naturally affects the learners and the quality of learning with technology in the classroom

This image is a summary of what majority of teachers in Uganda are with regards to the use of technology in the classroom. Teachers fear to get their immigration status upgraded and fear even more to move from being knowledgeable (A comfort zone where the teacher is the fountain of knowledge and wields power) to being knowledge –able-the obligation to keep current and inspire lifelong learning.

Teachers are contented with the basic knowledge (TK) in the use of computers but are not able to harness the potential of ICT to complement their role in the teaching and learning process. It is in this regard that they have not yet fully appreciated the learning preferences of the learners in the 21st century- teamwork, flexibility in the learning environment, student based projects that incorporate challenging assignments, and most importantly respect for student voices, interests and passions.  

This is the context of the problem. I provide the following suggestions as a remedy:

The Ministry of Education Science Technology and Sports can train teachers about the digital society through having a thorough review of the curriculum for teacher training, primary and secondary curriculum with the focus on training of teachers on pedagogical integration (in service and pre –service). The following elements need to be emphasized in the curriculum:

Developing skilled teachers (and that’s what we need in schools, colleges and universities) is as much an economic development as an educational issue. If we want people with the knowledge and skills needed in a digital age, then teachers must get the knowledge themselves about how to develop such skills, and in particular recognize that learning technologies and online learning are critical components in the development of such skills.

There needs to be a ‘core’ curriculum, minimum standards, and measures of performance for pre-service training in teaching for each sector. These standards should include knowledge and skills needed by learners in a digital age. No person should be hired to new positions that have a major teaching component without recognized training in teaching, once the training system is in place.

The 21st Century learner learns in a variety of ways, with different learning skills and abilities. The emphasis on teacher training needs to change from knowledge as content to knowledge as process. 

Teaching methods need to be chosen that will develop the skills and competencies needed in a knowledge-based society, and on top of all this, constantly changing technology requires instructors to have analytical frameworks to help choose and use technologies appropriately for teaching.

The teacher needs to be made aware that the  use of technology needs to be combined with an understanding of how students learn, how skills are developed, how knowledge is represented through different media and then processed, and how learners use different senses for learning. It means examining different approaches to learning, such as the construction of knowledge compared with a transmission model of teaching, and how technology best works with either approach. Above all, it means linking the use of technology to the specific requirements of a particular knowledge domain or subject area.

I suggest some basic guidelines in how to approach teaching the digital native in the digital age:

Explaining objectives clearly

Student-centered learning

Problem-based learning

Project-based learning

Inquiry-based learning

Active learning

Asking the open-ended questions

Constructivism or co-constructing

 Learning by doing

Allowing students to find and following their passion

Allowing time for questions and sharing their thoughts and opinions

Creating presentations in text and multimedia

Giving students guidance

Delivering material in context

Creating rigor

Practice through games

Teach that  failure is a  learning process

The change I would like to make is a subtle one – not so direct, but the effect would bring about the desired innovation:

The most critical change I would advocate for is for the teachers continuous professional development and lifelong learning   where Teacher training coordinates the teachers’ sophisticated professional skills with the pervasive use of technology to support students who are creating knowledge products and are engaged in planning and managing their own learning goals in a school that is a continuously improving, learning organisation. So, teachers model the learning process for students and serve as model learners through their own on-going professional development – individually and collaboratively.  

Professional development programmes like the CCTI course in which we are all engaged (With many drop outs unfortunately)  have the goal of developing teachers’ technological literacy so as to integrate the use of basic ICT tools into the standard school curriculum, pedagogy, and classroom structures. In this way, teachers know how, where, and when (as well as when not) to use technology for classroom activities, for management tasks, and obtaining extra subject materials and also pedagogical knowledge in support of their own professional development.

There needs to be a coordinated teacher professional development ( In Uganda  this development is in small pockets with many different players ) would provide teachers with the skills to use more sophisticated methodologies and technologies with changes in the curriculum that emphasis depth of understanding and application of knowledge to real world problems and a   pedagogy where the teacher serves as a guide and manager of the learning environment and students are engaged in extended, often collaborative project-based learning activities that can go beyond the classroom. 

Through continuous professional development, I hope to eventually see a developing population that is continuously engaged in and benefits from knowledge creation, innovation, and participation in the learning society where the curriculum goes beyond a focus on knowledge of school subjects to explicitly include the 21st century skills that are needed to create new knowledge and engage in life-long learning—the ability to collaborate, communicate, create, innovate, and think critically.

Wow! Goodbye January Blues and welcome February month-the month of purification.