Introduction [TJ]

8.4.6 Capacity Building and Training

Educators were asked to indicate who played the primary role in their training on the computer. Figure 8.12 shows their responses.



Figure 8.12 Sources of ICT Training
All educators felt that they had influenced the ICT knowledge of their learners. The same number of educators also indicated that the use of ICTs had a positive influence on teaching and learning in their classrooms. Slightly fewer than 75% indicated that they integrated ICTs into the various subjects they taught.³⁰¹
SchoolNet Uganda has run training programs for teachers on technology integration in the curriculum, which a few of the interviewed teachers indicated they had attended. According to the teachers these courses covered several topics including: Web based tutorials and resources, use of the Web as a teaching resource, the newsletter as a powerful tele-collaborative teaching tool, writing and creating HTML files as a way of creating teaching resources. One of the teachers explained that they were exposed to a large variety of online tutorials in the major computer applications. Another remarked that he realised that most of the teaching guides needed to teach computer software were available on the Internet and could be used to make handouts or to teach with them directly. Another teacher explained that as part of the training they surveyed a variety of Web pages that could be used to teach various science and language subjects. These teachers, as part of the training, created a WorLD schools newsletter for the participating schools. This was a way of practicing how to help student’s tele-collaborate and improve language skills. Most teachers mentioned that they were exposed to basic skills of creating Web pages. As a result of this training, two of the schools went ahead to establish their own Websites.
The School Coordinator at Budo had developed ‘A Computer Resource Centre’ and ‘A Computer Teacher’s Guide and Teaching Syllabus’. The teacher’s guide covers, among other topics, an introduction to computer basics, learning about software, together with details on what was to be covered. This same teacher reported that he had trained all teachers in the school in: computer basics, creating learning materials, using PowerPoint and HTML, creating small Websites and how to create a resource centre.
Negative Aspects of ICTs

31% of the educators indicated that the use of ICTs had some negative influence on the teaching and learning in their classroom in that learners could access slightly desirable (and undesirable) information the Internet. Educators felt that they sometimes had very limited control over this.

8.4.7 Content and Curriculum Development

The majority (87%) of the educators indicated that their schools had been involved in content development activities for ICTs in education. Several educators indicated that they had been involved in the development of the ICT curriculum for secondary schools under the auspices of the NCDC. Some efforts are also being made in to integrate ICTs in education into their schools e.g. Kings College Budo and Namilyango College.
The NCDC is the statutory body charged with the development and implementation of the primary, secondary and tertiary school curricula in Uganda. During the interview with the Director of the NCDC, it was reported that an 'O' level syllabus for computer studies was in its final stages and awaiting approval from the Academic Board of the Ministry. According to the Director, SchoolNet Uganda has put a framework in place that CurriculumNet could build on and use. Educators believed that by making computer studies an examinable course, parents would be more willing to contribute towards the sustenance of the computer laboratories.
Several schools in the country have been engaged in collaborative learning using the Internet and e-mail. Kings College Budo is a good example of such ICT usage. Sixty students were engaged in a Wetlands Project, which involved the study of wetlands in Uganda and Australia in collaboration with Comperdown College Australia. PowerPoint presentations were made and a Website produced. The wetland project was ongoing until the end of 2001.
Another sixty students were involved in another project called Technical Based Learning in School Science Project. This was in partnership with New York Institute of Technology (TBLISS), PowerPoint presentations on water science were made and a Website set up.
Twenty students were involved in a project on African Refugees - this was done in collaboration with Lubiri Senior Secondary School and Mengo Secondary School. Another project entitled Flowers and Friendships involving ten students was done jointly with schools in Romania, A CD on flowers and a Website were produced. The TBLISS project was extended to the year 2000 because it was not completed due to relocation of the Program Director to the Queen’s College, New York. Through this project the school was expecting some video conferencing equipment donated by the Project Director. New projects in the pipeline include the study of the UN and its functions, which is a collaborative project between Kings College Budo and Ashbrook School in Hgatonia North Carolina under the guidance of the University of North Carolina. Another project is ‘Connecting Maths To Our Lives’, which is in Joint Partnership with schools all over the world directed by Orillas in Puerto Rico. The Advanced Joint English Teaching is in collaboration with schools in Taiwan and Britain.
Namilyango College was also actively engaged in the use of the Internet. They developed a Website for the school, which was maintained by the students. Because of its wireless connectivity the students and teachers could surf the web at any time and had unlimited access to Internet. The School Coordinator and head-teacher of Namilyango observed however that their connection through AFSAT, their ISP, was very slow. The school was working on three tele-collaborative projects. These were in collaboration with Instituto Olivetti, Ivera (Italy); the second is with the Centre of Education, Siberia (Russia) and the third is with South Africa and Canadian schools. Namilyango has been invited to participate in the 21^st Century Schoolhouse Project representing Uganda (and Africa). Among the tele-collaborative projects completed by the school are a project on Wetland Management, Malaria and Waste Management.