 |
| Photo: Moses Talemwa |
Moses Talemwa, Observer Education Editor set
out to find out why the improved technology has not changed teaching
outcomes.
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| Education Minister Jessica Alupo inspecting pupils in a computer lab at
Nakasero PS. Initiatives at e-learning remain a challenge in the sector. |
For years now,
computer scientists have repeatedly stressed that the technology to
improve learning exists in all forms. From computer sets to improved
software to online forms of communication, the technology has evolved to
improve how learners are taught their information.
Last month, the district education officer in Wakiso,
Frederick Kinobe Kiyingi, issued a directive calling for the banning of
mobile phones in schools. However, the directive has irritated several
experts in e-learning.
Kiyingi
specifically warned teachers, who spend much of the official teaching
hours on WhatsApp as well as surfing the internet, that they run the
risk of being fired from work.
"There is time for
everything... . the time for WhatsApp and surfing internet as well as
time for teaching pupils," Kinobe advised, as he set up a taskforce to
end the vice.
"Government and parents pay teachers to teach their children, not to indulge in WhatsApp and surfing the internet."
However, Kiyingi's
view is not necessarily well appreciated among experts on e-learning.
One of them, Dr Paul Birevu Muyinda, the dean of the school of Distance
and Lifelong Learning at Makerere University believes that Kiyingi has
failed to appreciate how smart phones benefits education.
Dr Muyinda, an
e-learning expert, argues that Kiyingi's attitude is typical in the
civil service, and is behind the challenges in effecting modern teaching
methods in schools.
“Most civil servants are comfortable
with the traditional system of teaching, mostly using the blackboard,
which is why teachers see no need to innovate and make learning easier,”
Muyinda said.
“We need policymakers to be convinced that integrating IT resources will improve learning in the long run.”
EMERGING TRENDS
Muyinda argues that
most teachers are not IT-savvy, but even those are easily discouraged
from using this knowledge in their teaching.
"Many teachers ask
themselves why they should struggle to put up a powerpoint presentation
for students if they are not going to be appreciated for it - yet it
takes a lot of their time to prepare," he adds.
He believes that
this argument also prevents those without the knowledge from seeking it,
thinking that if the traditional systems have worked well, there is no
need to change.
"These teachers
know that they have always gotten away with dictating notes to their
students in the same way for a long time; so, there is no need for one
to consider e-mailing the notes and reserving vital class time for
discussion of the subject matter."
At Kampala
International University (KIU), the deputy vice chancellor for Research
Innovation and Extension, Dr George Nasinyama, agrees.
"The future of
learning in Uganda is not where a teacher stands in front of the
blackboard, holds a piece of chalk and dictates to learners what they
must know. The future is online," Dr Nasinyama adds.
He cites KIU's
experience where changes in learning are already taking shape. The
university is installing most of its learning modules (courses) onto an
internet portal, to make them accessible to learners and reserve lecture
room interactions between students and lecturers for discussion of
already-studied material.
"Students will be
able to log onto our secure internet platform, which will enable them to
access the learning modules [lessons] - some will come with tools such
as videos or reading materials," he added.
Makerere University
is also moving into the same direction. Since the beginning of this
year, preparatory work is already in high gear to transform Dr Muyinda's
department into the Institute of Open, Distance and E-Learning, to
manage the migration of all learning at Makerere onto online platforms
in three years.
"The university
council is using the institute to drive e-learning at Makerere, by
initially holding trainings for staff in the various colleges to
understand online facilitations in their various areas," he explains.
The institute has
been mandated to train 40 staff, with 20 of them already undergoing the
one-year diploma in online pedagogy at the institute, under funding from
the Norwegian government. The remaining 20 staff will join later this
year and this, Dr Muyinda believes, will resolve several other problems.
"For instance,
teachers are not being trained on ICT in education, but after this, it
will be a foundation course for all students, making it possible for
them to put into practice what they have learnt, when they graduate."
Source: The Observer (Kampala)
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