1. 1
21ST
CENTURY PRACTICES & INTEGRATION OF
ICT IN PRIMARY EDUCATION
A Capacity Building Workshop for Teachers of
Selected Primary Schools in Jinja held in the
Computer Department of PMM Girls’ School
26th
– 28th
August 2015
WORKSHOP REPORT
By Chole Richard
Lead Workshop Facilitator
Figure 1. Participants on day II of the three day workshop

2. 2
BACKGROUND INFORMATION
In 2013, Ms. Joanne Clement introduced an ICT program in selected
primary schools using XO computers for pupils. The schools engaged were
Main Street Primary School, Spire Road Primary School, Jinja Army
Boarding Primary School and Gonzaga Primary School.
However, concern was expressed over the program’s luck of effective
impact on the ground in spite of lots of resources being made available for
the program. These include several XO computers and tablets, provision of
broadband internet at Main Street Primary School which served as a
resource centre for teacher and introducing teachers to an online course
which was never completed.
A number of meetings involving teachers, Head teachers and the District
Education Officer were held to revive the program but there was nothing
effective on the ground to speak for.
In July 2015, Chole Richard prepared a short proposal with an aim of
revamping the program in the four schools. The proposal suggested “going
back to the drawing board and coming up with a concrete plan which is well
understood and owned by the teachers involved in the program.” The
proposal suggested organizing of a capacity building workshop that
addresses teacher’s knowledge and attitude towards education and to kick-
start the program. Four teachers were invited from each of the schools with
first priority to those who were already involved in the program.
INTRODUCTION
The three day capacity building workshop was held in the computer
department of PMM Girls School in Jinja from Wednesday 26th
to Friday
28th
August 2015.
There were 18 teachers from five primary schools that attended: Main
Street Primary School (5), Spire Road Primary School (4), St. Gonzaga
Primary School (1), Jinja Army Boarding Primary School (5), and Seventh
Day Adventist (SDA) Primary School (3). SDA primary school is not one of
the original schools earmarked for the program but they were given place
out of their own interest.

3. 3
The workshop was fully financed by Ms. Joanne Clementine and her
partners.
WORKSHOP TRAINEE PARTICIPANTS
Name Primary School
1. Ajore Rose Main Street
2. Alimo Lydia St. Gonzaga
3. Atim Jane Rose Jinja Army Boarding
4. Babirye Prossy Spire Road
5. Eseate Annet Ochai Jinja Army Boarding
6. Iduuli John Main Street
7. Kaggwa Joseph Jinja Army Boarding
8. Kagoda Steven Seventh Day Adventist
9. Kisaame Timothy Main Street
10. Kizito Brian Spire Road
11. Kutuumya Juliet Jinja Army Boarding
12. Kyomuhangi J. Singahakye Seventh Day Adventist
13. Mugerwa Milton Seventh Day Adventist
14. Mukungu Barbara Spire Road
15. Namono Rebecca Wanda Spire Road
16. Nangobi Sarah Main Street
17. Ngobi Julius Main Street
18. Twesigye Geoffrey Jinja Army Boarding
WORKSHOP FACILITATORS
Name Institution/School
1. Amanya Kevin Arise Youth Generation
2. Bbumba Solomon PIED
3. Chole Richard (Lead Facilitator) PMM Girls’ School
4. Kisira John (Technical Support) PMM Girls’ School
5. Kyomuhangi J. Singahakye Seventh Day Adventist
6. Lubanga Hakim Shadow Idol Youth Club
7. Ngobi Julius Main Street Primary School

4. 4
GUESTS
Name Institution/School
1. Acting Inspector of Schools Jinja Municipal Council
2. Akwero Vivian (PBL Presentation) PMM Girls’ School
3. Mafabi Hubert PMM Girls’ School
4. Mwandara Kenneth
WORKSHOP AIMS AND OBJECTIVES
Aim
The main aim of the workshop is to build capacity in teachers participating
in the program with the necessary 21st
century skills, knowledge and values
to enable them implement the program more effectively in their respective
primary schools.
Objectives
By the end of the workshop, the participants were expected to have...
1. known what the purpose of education is.
2. known the changing trends in the 21st
century and how education can
respond accordingly.
3. enumerated challenges they face in implementing the program and
4. come up with mitigations to the challenges in No.3 above.
5. been inspired and motivated to implement the program in their
classroom
6. acquired knowledge and skills on how to implement the program in
their respective schools.
7. acquired good basic knowledge of the XO computers and other
instructional tools available for classroom use.
8. Had exposure to various opportunities for professional growth and
development, both locally and globally.
9. developed a draft work plan and given account of how they would like
to implement the program in their respective schools.

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In order to meet the set aims and objectives, an engaging program of
activities was carefully planned to meet both hands-on and minds-on
activities. However, as the workshop progressed, the need to make a few
alterations become inevitable depending on realized needs and time factor.
PROPOSED PROGRAM OF ACTIVITIES
DAY ONE – Wednesday 26th
August
TIME ACTIVITIES ACTIVITY BY
8.00am - 8.30am
Arrival, registration, creation of email for those who have
none.
All participants
8.30am – 9.30am Collaborative introduction, likes and dislikes, workshop
fears and expectations
All trainee participants
9.30am – 10.00am Harmonization of issues raised above, workshop aims and
objectives.
Lead by facilitator
10.00am – 10.30am Setting up of ground rules All participants
10.30am – 11.00am Opening Remarks by District Education Officer Jinja.
11.00am – 11.20am PROGRAM EVALUATION – Group Work by School Site.
Each school will present their work by choosing one to
represent the rest in the group.
 What activities did you carry out from the
inception of the program?
 What worked for you?
 What did not work for you?
 What kind of support do you need to effectively
carry out the program?
Participants
11.20am – 12.00
noon.
PURPOSE OF EDUCATION – Individual work. Each
participant is given time to think of what the purpose of
education is and are asked to write them on a paper then
share it out with the rest of the participants.
Feedback: brainstorming on the views raised.
Participants
12.00pm – 12.30pm PURPOSE OF EDUCATION – Exposition and
Harmonization of the views raised.
Chole
12.30pm – 1.00pm THE 21ST
CENTURY – Group Activity.
 What are the major/defining trends of the 21st
century? (New developments/challenges)
 How is education of today responding to the
trends and challenges in the 21st
century?
 What changes need to be effected in education for
it to respond to the changing trends in the 21st
century?
Participants
1.00pm to 1.45pm Lunch break

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TIME ACTIVITIES ACTIVITY BY
1.45pm to 2.30pm THE 21ST
CENTURY – Exposition and Harmonization of the
group activity: - Changing trends in the 21st
century; is
education responding to them?
Bumba Solomon
TIME ACTIVITIES Activity by
2.30pm - 3.00pm PROJECT BASED LEARNING – Case studies of project
based learning.
Chole
3.00pm – 3.30pm TESTIMONY: Learning experiences of a youth in Project
Based Learning (PBL).
PBL Learners
3.30pm – 4.00pm WORKING BREAK; Discussions on project based learning.
 What are the main features of project based
learning?
 How different is it from the traditional mode of
learning?
 What skills, knowledge and attitudes have the
learner’s acquired?
 How can these skills help them in real life
situations in school and after studies?
Participants
4.00pm – 4.30pm EVALUATION OF DAY ONE ACTIVITIES
Which session/activities have you like most? Why?
Which other area would you like to have addressed in Day
II?
Participants
4.30pm - End of Day One and Departure
Day Two – 27th
August 2015
TIME ACTIVITIES IN CHARGE
8.00am – 8.30am Arrival and registration Facilitators
8.30am – 8.45am Recap of day one activities. Chole
8.45am – 9.15am MINDS-ON ACTIVITY- Sharing of learning experiences in
21st
Century education – A PBL Alumni’s Perspective.
Lubanga Hakim
9.15am – 9.45am HANDS-ON ACTIVTIY: exploration of the XO laptop and
other computers available
Ngobi Julius
9.45am – 12.30pm
(With break at
10.30am)
HANDS-ON GROUP ACTIVITY: Designing a project based
learning activity for a primary school class.
Recognizing or identifying a need/problem; Identifying
target beneficiaries; Formulating clear aims and
objectives; Identifying methodologies; Identifying tools
and resourceful persons; Drawing up a work plan;
Executing of the plan; Punctuated by continuous reviews,
Chole

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critique, and self evaluation; Completed work
outcome/end product to the identified beneficiaries;
Feedback from the field and further self-evaluation;
Exhibition/Sharing of learning experiences in the whole
process.
12.30 – 1.00pm EVALUATION OF THE HANDS-ON ACTIVITY
Guide questions:
1. What are the likely learning outcomes for the
student in the project you have designed in terms
of Knowledge, Skills and attitude?
2. How has/could XO machines and other
technologies further enhance the learning
experience?
3. What are the likely challenges that may be
encountered in implementing the project?
4. What are the possible mitigations?
Chole
1.00pm – 1.45pm Lunch Break
1.45pm – 2.30pm Sharing of learning experiences by an innovative educator Bumba Solomon
2.30pm – 3.00pm VENTURES FOR GOOD DISTANCE LEARNING SITE
http://www.venturesforgood.org
Understanding the objectives, goals, aims and vision of
Venture for Good Distance Learning, professional
opportunities, etc - Online (Skype?) interaction with
founder, Joanne Clement
Ms. Joanne Clemente
2.30pm – 4.30pm EXPOSITION participants to global opportunities for
professional growth and development:
 International Educational and Resource Network – iEARN
http://www.iearn.org
 Adobe Youth Voices Program
https://youthvoices.adobe.com
 Microsoft in Education Program
https://www.educatornetwork.com/sites/educators/index
 Connecting Classrooms - British Council
https://schoolsonline.britishcouncil.org/professional-
develoPMent
 International Conference on ICT for Development,
Education & Training
http://www.elearning-africa.com
Chole, Bbumba,
4.30pm – 5.00pm Day II Evaluation Chole

8. 8
Day Three – 28th
August 2015
TIME ACTIVITIES IN CHARGE
8.00am – 8.30am Arrival and registration
8.30am – 9.30am Recap of day II activities
9.30am – 10.30am Knowledge sharing experiences by an Innovative
educator.
Bbumba Solomon
10.30am – 11.00am BREAK
11.00am –
1.00pm
Group Work: Designing of a work plan for the individual
sites.
Bbumba Solomon
1.00pm – 1.45pm LUNCH
1.45pm – 2.30pm Sharing of work plans and critique by participants. Bbumba Solomon
2.30pm – 3.00pm Evaluation of the entire three day workshop.
1. Which activities have you liked most and why?
2. What have you found surprising about the
workshop?
3. How has the workshop impacted/changed you in
terms of: Skills, knowledge and Attitude?
Chole, Bbumba
Solomon, Lubanga
Hakim
3.00pm Issuing of Certificates of Participation, Closing remarks by
DEO, Jinja District; Departure.
DAY ONE: 26TH
AUGUST 2015
While the workshop was slated to start at 8.30am with introductions, it
started off at 9.45am because most of the members arrived late.
Participants who didn’t have email were right away asked to create one for
themselves assisted by either facilitators or fellow trainee participants.
Introduction, workshop likes and dislikes
The lead workshop facilitator, Chole Richard welcomed all the participants
to the workshop. He insisted that however late it may be, it was important
to kick off the workshop with the preliminaries of introductions addressing
workshop fears and expectations.

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Participants were asked to pair up with, where possible, someone they
were not familiar with and exchange details: name, school, likes and
dislikes. After five minutes, the participants were each asked to introduce
their partner to the rest:
Participants’ Likes and Dislikes
Likes Dislikes
 Sharing about Jesus Christ
 Making friends
 Music
 Eating food
 Chatting on face book
 Learning
 Reading
 Watching movies
 Telling the truth
 Games and sports
 Praying
 Fishing
 Jogging
 Peaceful resolution
 Working with ICT
 Tour
 Low esteemed people
 Boredom
 Rumors
 Idleness
 Quarrelsome people
 Dealing with “P.O. Box
People”
 Politics
 Over staying in a place
 Size of letters on projector
 People who don’t want to eat
well
 Irresponsible people
 Selfishness
 Fighting
 Co-wives
Fig. 2: Participants collaboratively introduce
themselves on day one of the capacity building
workshop.
Fig. 3: Volunteer facilitator, Amanya Kevin
notes down the likes and dislikes of the
participants on day one of the workshop.

10. 10
Likes Dislikes
 Soft music
 Traveling
 Country music
 Serving God
 Teaching and farming
 Watching football
 Witchcraft
 Moving on water and
swimming
Opening Remarks
The District Education Officer, (Jinja Municipal Council) was represented by
the municipal’s Acting Inspector of Schools for Primary Section Mr.
Mutakisa.
He was officially welcomed by the lead workshop facilitator; Chole Richard
who gave a brief background leading to the organizing of the workshop
which he said was fully financed by Ms. Joanne Clementine and her
partner friends.
Chole thanked the District Education Officer, Jinja Municipality for lending
his full support for the program. He observed that on several occasions, the
DEO would attend meetings personally on issues concerning the program.
Chole enumerated the aims and objectives of the workshop.
He observed that to the best of his knowledge the program of using the XO
computers in class was the first of his kind in Jinja.
He then invited the Chief Guest to make his remarks.
The inspector thanked all the teachers for sacrificing time to participate at
the centre. He also thanked Mr. Chole for taking the initiative of organizing
the workshop.
He observed that Jinja Municipality is a pioneer of the program in Uganda.
He said that of the several things mentioned by the lead facilitator in his
communication, what caught his attention most was the words, “Capacity

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Building” which he said is the key and foundation for the program to
succeed. He urged all the participants to continually build capacity in
themselves and embrace the new tools. He observed that it is another way
of remaining relevant and valuable at job.
Julius Ngobi passed a
vote of thanks on behalf
of all participants and
used the opportunity to
raise concern of theft of
items at the teachers’
resource centre as a big
hindrance to progress of
the ICT program. In
response, the inspector
said it only reflected luck
of seriousness. According
to him it is unlikely that a
thief would come to still and pick one or two XO laptops which are highly
portable and leave the rest. He said the items were certainly deliberately
picked by one of the people involved. He urged the teachers to have
respect for public property and live them to be where they ought to be
unless with clear permission that can be well explained.
The Acting Inspector of Schools then declared the workshop open.
After the official opening of the workshop, participants were individually
asked to share their workshop expectations:
WORKSHOP EXPECTATIONS AND FEARS
The Lead facilitator stressed that it was imperative for each participant to
individually raise his expectations and fears of the workshop. He said this
would help explain what expectations the workshop coulod meet and allay
fears where possible. The following were the workshop expectations and
fears raised by participants.
Fig 4: The Acting Inspector of School, Jinja Municipality (back to
camera) addresses the participants on day one of the capacity
building workshop.

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Workshop Expectations
1. Make new friends
2. Receive certificate
3. Gain ICT Skills
4. Receive transport refund
5. Be fed well
6. Manage time well
7. Fly abroad after the workshop
8. First fear God
9. Get laptops
10. Learn appropriate use of XO computers
11. Be able to use projector for teaching
12. Receive memory cards
13. Provision of computers in the schools
14. Have continuous training
15. Receive handouts
Workshop Fears
1. Not receiving certificates
2. Getting no transport refunds
3. Having poor time management
4. Having no computers after the workshop
5. Failure to implement the gained skills
6. Failure to understand the workshop program
7. Fear of asking questions
8. Forgetting what has been learnt
9. Receiving no individual attention
10. Having limited time to learn effectively
11. Failure for school administrators to understand the program
HARMONISATION OF WORKSHOP EXPECTATIONS AND FEARS BY
LEAD FACILITATOR, CHOLE RICHARD
The Lead Facilitator then responded to the fears and expectations:

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Making of new friends is very much encouraged and is very healthy for the
workshop and the program as a whole. One of the reasons participants
were asked to introduce themselves and let everyone know their likes and
dislikes was to help in smooth interaction in the workshop.
Certificates of participation would be issued at the end of the workshop. All
participants were asked to make sure they attended every day and
registered their presence.
The workshop activities were designed to carter for some basic knowledge
and skills in ICT. The three days were by no means enough to learn
everything in ICT but the hope was that it would stimulate interest in ICT for
Education and the learning continues thereafter.
Transport refund was not provided for in the budget.
Food would be served – Morning break, lunch and evening break. Meal
would basically be beans, gnut stew, green vegetables, rice, posho, and
matoke. Mineral water would be served at lunch time.
Breaks would be black tea, milk, bread and butter. Salads would be served
in the afternoon. Whoever had special diet concerns was asked to notify as
soon as possible for special meals to be arranged.
The lead facilitator noted that day one program was already over one hour
late. He asked members to address the issue. Most of the participants
generally said it was hard for them to report at the stipulated time because
they had to attend to other duties first. Participants eventually agreed that
reporting time should be adjusted to 9.00am for the next two days.
The lead facilitator said the workshop could be the participants’ starting
point of a journey that will see them flying around. He said it would all begin
with taking the first step at being impactful as a teacher and sharing of their
stories. He gave himself as an example of someone who has been places
in a number of destinations throughout the world because of the things he

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would do in the lives of students by integration of ICT tools in class and
sharing the experiences.
He suggested that the workshop participants should respect the faith
inclinations of each other even if one did not believe in God.
He said the workshop objectives did not include provision of laptops at the
end, however its outcomes may eventually lead to acquisition of laptops.
He said that he was sure that with time, once participants began to realize
the full benefits of the program, they won’t wait for somebody to offer them
a laptop but opt to purchase their own. He said that has been his own
experience.
The lead facilitator said part of the hands-on activities in the workshop will
include delving into the XO computers. He said this was necessary if
teachers were going to guide their students in using them in class.
He said the idea of learning to use a projector was a good one that would
be considered in the course of the workshop.
He said there was no provision for availing flash disks and computers in
class.
He said he was in the process of designing a program to ensure continuous
training for all teachers involved.
He said the issue of handout would be considered in the course of the
workshop.
He urged members not to live with fear of implementing the program. He
tipped them not to overstretch themselves but to work within their means.
He also encouraged them not to work in isolation but to share their
experiences and seek for support from one another.

15. 15
He said there was no need for anyone to fear asking questions. No one
knows everything on earth. He said the workshop was more of knowledge
and skills sharing platform to for all participants.
He said for as long as one attempted to put into action what is learnt in the
workshop, forgetting won’t be possible. He said the human retention of
what is learnt is much higher when it is put in action as opposed to
remaining passive.
The lead facilitator noted that there were about five facilitators to help
roughly 20 participants which is a ratio of 5 to 1. Secondly he said
participants would also be expected to support each other where possible
and not wait for facilitators to guide. He therefore said he was confident of
everyone receiving adequate attention especially where practical hands-on
work was involved.
He further said that not everything would be learnt in the workshop but it
should be sufficient to meet workshop objectives. He said much would be
effectively done if punctuality was observed.
Finally, the lead facilitator observed that the top administrators in Jinja
Municipality in the education sector have a good knowledge of ICT in
education. He said on several occasions the DEO convened meetings in
his office to discuss the way forward with head teachers and their teachers.
He also observed that the Acting Inspector of Schools talked from an
informed point of view about the value of ICT in education. The lead
facilitator was therefore of the view that there was great deal of support for
the program in his opinion. All that seemed to remain, according to him was
for the participants to take advantage and rise to the occasion.
MORNING BREAK TIME

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21ST
CENTURY TRENDS AND IMPLICATIONS FOR EDUCATION
TODAY. GROUP WORK CONDUCTED BY BBUMBA SOLOMON
The participants were divided into three groups and asked to compile
information for each group to later present using the following guide
questions:
Group One: What are the major/defining trends of the 21st
century? (New
developments/challenges)
Group Two: How is education of today responding to the trends and
challenges in the 21st
century?
Group Three: What changes need to be effected in education for it to
respond to the changing trends in the 21st
century?
Each group was given up to ten minutes to compile information and later
present to everybody. Trawling
GROUP PRESENTATIONS
On the next page are the outlines of each group’s presentation
Fig 5: Participants in group two engaged in group
discussion on day one of the capacity building
workshop.
Fig 6: A participant presents the findings of
group one on day one of the capacity building
workshop.

17. 17
Group One: What are the major/defining trends of the 21st
century?
(New developments/challenges)
 High rate of illiteracy
 Poor access to electricity
 Low levels of technology
 Poor transport and communication
 Ignorance
 Poor health
 Lack of interest
 Financial implications
 Lack of skilled technical personnel
 Corruption
 The educational system is more theoretical than practical
Group Two: How is education of today responding to the trends and
challenges in the 21st
century?
 There is a certain level of integration of ICT in learning process
 Education has become more practical
 Learning and teaching has become more lively and interesting
 Integrating of ICT is simplifying work for teachers
 ICT integration is creating a positive attitude towards learning by the
learners.
 ICT has also helped the teachers to have higher chances of getting
promotion and other jobs.
 Increasing use of computers in almost all sectors.
Group Three: Changes that need to be effected in education for it to
respond to the changing trends in the 21st
century?
 Integrate ICT in education syllabus at primary level
 Vocationalisation of education
 Politicians need to consult educationalists when designing policies.
 Need for government to increase funding in the education sector if
high quality output is to be realized.

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 Standardizing entries to teacher training colleges
 All school going age children should go to school.
 Government should fight corruption in order to prevent waste and
misallocation of resources.
 Communities should be sensitized about the value of modern
technology
 Train teachers in ICT right from teacher training colleges.
 Government should budget for computers to be given to all schools.
 There is increasing gender sensitivity in all sectors
 Increasing demand for high academic levels in all educational
institutions.
LUNCH BREAK
21ST
CENTURY DEVELOPMENTS AND IMPLICATION FOR
EDUCATION TODAY. EXPOSITION AND HARMONISATION LED BY
BBUMBA SOLOMON.
Fig 7: Facilitator Bbumba Solomon making harmonization and exposition of
group presentation of participants on 21st
century trends on day one of the
capacity building workshop.

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Today we are living in an Information society, increasingly dominated by
the use of ICT. As educators we have a social obligation to produce
children for the world of today and tomorrow and NOT yesterday!!
ICT is abbreviation for Information Communication Technology.
This refers to the electronic devices that are capable of transferring
information or aiding information flow with individuals
Solomon gave examples of ICTs:
• Phone
• Computers
• Digital Cameras
• Television
• Radios
• Video cameras
• Speakers and subwoofer.
• Modems
• DVD players among others
The roles of ICTs?
• Recording both audio and Videos
• Editing audio and video
• Communication
• Aiding instant communication between people
• Storing information easily for quick retrieval
• Cutting costs
• Used for edutainment
• Connecting to internet
• Used in entertainment
Justifying ICT and educators
• Educators are communicators of information.
• Educators keep reading and making research.
• There is need to cut cost.
• Teachers store information.
• Teaching children more happily and smartly.
• Taking the lead as educators not forgetting the slagon “Because We
Are, The Nation Is”.
• Education has taken a new trend of “Edutainment”

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Why ICT in education
Quote:
ICT will turn good teachers into better and bad teachers into worse.
• It will make our work easier as educators
• Its about enjoying our work
• Making our work less demanding
• Using less time and creating time for other commitments.
• High productivity.
Some common changes in the information Era
Industrial Age Information Age
Go to school get good grades get a
good job
Go to school, get educated and do
something.
Teacher in the drivers’ seat. Education emphasizes child
centered approach.
Information owned by teachers Pupils today own information
Old people operated the
technologies
Children today are entrusted with
the technologies.
Training based on Academic Education calls for a whole round
product
Schools and teachers did things
independently
There is collaboration and
networking today.

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Policies
What should I do in my school?
Studying your staff and knowing each member in line with the innovative
curve.
Infrastructure
Buildings to house the equipment
Purchase or acquisition of the machinery
Sustaining the machinery
The fraud stars dealing in equipment
Other needed equipment and for what
Alternative solutions of setting up a lab.
Content
Should I teach computer science now?
Which syllabus should I follow?
Or who has the content
Is the content free?
Is the content local or international?
What does it take to change international content into local content?
What else should we use computers?
Do I need internet?
Internet for what reasons
Capacity Building
The two can be worked on. This is the hardest part.
It is about attitude and mind set and it’s on going
The process starts by inspiring teachers
How should I inspire my teachers?
Who should inspire and train my teachers.
What should the training look like?
What cost implications are involved and are the costs teacher or school
based?
How should I raise money for this program?
PURPOSE OF EDUCATION. SESSION LED BY CHOLE RICHARD
In introducing his session, Chole Richard stressed that before any tool or
methodology can be applied in a learning process, it is imperative to revisit
our knowledge of the purpose of education. Only when we get it right can
we decide on the right tools and right methodologies to gain the desired out
of a child.

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He therefore posed the question to the participants: “What, in your view, is
the purpose of education?” The responses were varied:
 To impart knowledge and skills in the child so that he can live a better
life in the future.
 To help a child fit well in society.
 To help a student become a useful citizen in the future.
 To instill right values in a child.
 To inculcate in them democratic values
The lead facilitator remarked that all the above answers were correct as
they touched components of what purpose of education is all about. He
said they however leave certain questions begging for answers. For
instance who determines what good future is for the child? Or when can we
truly say that a child has fitted well in the society? What are the perimeters
for measuring it? At what point can we say that a child is truly a useful
citizen? Who determines it and to whose interest? Who calls the shot of
what are right values for the child and how democratic are schools and
class environment in inculcating democratic values?
Chole said, it has to begin with the individual (the learner) in whom the
necessary capacity needs to be build by undergoing an around self
actualization and place in his or her community
He said that the views of the participants could be qualified further by the
statement the following statements:
“… the purpose of education is to enable individuals to reach their full
potential as human beings, individually and as members of a society”
This statement puts the individual (read student) at the forefront of reaching
his potentials. Full potential can only be attained if the opportunity for every
individual to bring out the best in self is accorded.
He also quotes Sir Ken Robinson, an author, speaker, and international
advisor on education in the arts to government, non-profits, education, and
arts bodies.

23. 23
“Education is meant to be the process by which we engage people in their
fullness to give them a sense of who they are and their capabilities so that
they lead a life that means something to them and the rest of us”
He also quoted an unknown source on education as:
“The harmonious development of your physical, your mental and your
spiritual powers and prepare you for the joy of service”
The facilitator also referred the participants to the view of Arthur Camins
who is the Director of Center for Innovation in Engineering and Science
Education, USA. According to him:
“Education should prepare young people for life, work and citizenship”
Chole said, it essentially shows that education is a lifelong experience of
rendering service with a sense of responsibility to you and society.
The lead facilitator further voices the views of Bruktawit Tigabu, the
children educational TV shows and books creator, Educator, Film maker,
Innovative Social entrepreneur, Ethiopia. Tigabu states:
“It is not to make a lot of money. The purpose of education is service”
While money is an essential commodity for survival, service to community
comes in first even if to make money is one’s main goal of career.
The Lead facilitator said the question for the participants is if the kind of
education in Uganda and in their respective schools and classes attests to
that which has been advanced by the several persons above.
He asked the participants to evaluate the education system if at all it
attended to the individual to develop him or her as a wholesome human
being.
He further said that as the world advances in time, there is a general trend
to move away from the 19th
century Knowledge age which is “composed of
series of tests that require logic and analysis to identify a single correct
answer” to conceptual age in which individuals must be valued for their
unique contribution and abilities to think creatively and take initiatives.

24. 24
He however was critical of the situation in Uganda and much of the rest of
the world where education is still not in step with the demands of today.
He exhibited a cartoon that had images of a bird, monkey, a penguin, an
elephant, a fish in its aquarium, a seal and a goat, all lined up in a single
file facing a teacher with a tree behind them. The teacher then states:
“For a fair selection, everybody has to take the same test. Please climb
that tree”!
The lead facilitator then asked the participants where the fairness of the
selection was. They all agreed that it wasn’t fair since other animals were
naturally not conditioned to climb a tree.
The lead facilitator then asked them to give the moral of the cartoon.
One participant said the moral is that all human beings are very different in
their talents and abilities. They cannot therefore be subjected to the same
type of test.

25. 25
The lead facilitator then asked the participants to relate the scenario to their
classroom situation. He challenged them to rethink the validity of the
practices in their class and think of changing to suit the individual needs,
interests, and capabilities of each child in their class. He said there is need
to evaluate every child according to potentials he/she is endowed with and
the interests he/she has. Only then can education begin to have meaning
to a child and have interest in school.
The lead facilitator pointed out that the alarming rate of school drop outs in
the country is partly because of the standardized system of evaluation and
assessment with total disregard for individual differences.
He further reminded participants of the three domains of learning – The
cognitive (Knowledge), affective (emotions) and psychomotor (for the
physical/practical). He said the three are sometimes referred to as the
head, the heart and the hand, respectively. He urged that it is imperative
that in attending to the child in class, we need to address ourselves to the
three domains of learning.
He pointed out that the general practice in the formal education of Uganda
is so lopsided, attending majorly to the cognitive – knowledge in total
disregard of the other essential two – effective and psychomotor. This,
according to the lead facilitator is contrary to the purpose of education of
developing a wholesome individual.
He further said that before we can think of effectively and usefully
employing ICT in classroom there was need to be sensitive to the inherent
learning needs of the students otherwise, ICT will be another tool with
unutilized full capacity.
He said the trends in the modern world detects that the practices in class
must completely change to attend to real need of the individual learner and
the world of today.
He concluded his session by producing a quote attributed to Rabindranath
Tagore, a Bengali polymath:
“Don’t limit a child to your learning for he was born in another time”

26. 26
HANDS – ON ACTIVITY: CREATING OF EMAILS, AND GENERAL
PRACTICE IN USING EMAIL.
Participants who hadn’t created emails for themselves were asked to use
this time to do so. Those who had created were asked to support those
who did not and practice sending mail to each other and attaching files, and
so forth.
DAY ONE WORKSHOP EVALUATION:
Participants were given a take-away assignment of making an evaluation
which they were asked to come along with the following day, ready to
share.
Evaluation Question:
1. What new things have you liked in the workshop and why?
2. What has surprised you most?
3. What other new thing have you learnt today?
4. What do you wish to learn on day two of the workshop?
The workshop ended at 5.30pm and the participants departed at leisure.
DAY TWO: 27TH
AUGUST 2015
HANDS-ON ACTIVITY: ONLINE WORK
As participants arrived, they registered and settled to do online work which
majorly involved creation of email, sending messages and general surfing.
RECAP OF DAY ONE ACTIVTITIES
The lead facilitator conducted a recap of the main activities of day one:
• Arrival, registration, E-mail creation
• Preliminaries: - introduction, likes and dislikes; workshop
expectations and fears
• Opening remarks
• 21St
century trends and challenges
• “Googling”

27. 27
• The Purpose of Education
• Evaluation of day one
REVIEW OF DAY ONE EVALUATION
Several of the participants were able to do written evaluation of day one as
a carry home activity while others did it on arrival. There were four guide
questions for the evaluation:
1. Which activity in day one have you liked most? Why?
2. What has surprised you most?
3. What other new thing have you learnt today?
4. What would you like to learn on day two of the workshop?
Below is the evaluation feedback of the participants on day one activities:
Which activity in day one have you liked most? Why?
 The presentations made
Ajore Rose
 Getting the email.
Mukungu Babra
 ICT activity
Namono Rebecca
 I have liked knowing people’s likes and dislikes. It will help me to
socialize easily with them.
Prossy Nabirye
 I liked the facilitation on the purpose of education. The quotes are
inspiring and teaching
Eseate Annet
 I have enjoyed googling
Timothy
 Googling. It helped me to search for the information I needed.
Atim Jane Rose

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Which activity in day one have you liked most? Why? (Continued)
 Group work. It allowed discussion and participation
Iduuli John
 The activity I have liked in day one is internet exploration. Simply
because I found various ways of demonstrating a human heart with
fingers.
Kaggwa Joseph
 I liked the introductions. It made me to know likes and dislikes of
individuals.
Alimo Lydia
 I liked the introduction which made me know the likes and dislikes of
individuals.
Nangobi Sarah
 Activity about aims of education and how learners should be handled.
 I liked the illustration of subjecting different animals to the same test. I
liked this illustration because it reminds us as teachers that we should
not give up on a student because of failing in a certain field. One can
excel elsewhere.
Twesigye Geoffrey
What has surprised you most?
 How to get back to information if at one point you need it.
Ajore Rose
 None
Mukungu Babra
 Searching for information on the internet. For example: 21st
century
education set of numbers, purpose of education, meeting welcoming
facilitators.
Namono Rebecca
 I got surprised to see a primary two class learning using a projector.
Prossy Nabirye

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What has surprised you most? (Continued)
 I have been surprised by the welfare provided to the participants
because I didn’t think Joanne could fund this workshop with cash. I
thought all she does is just give the machines.
Eseate Annet
 Getting all information in the world within the quickest time possible
Timothy
 Learning how to use the computer in the short time
Atim Jane Rose
 Teaching using a projector as it motivates learners
Iduuli John
 How to create an email
Kaggwa Joseph
 When I had of the giving of certificates at the end of the workshop
Alimo Lydia
 Getting certificate after the workshop
Nangobi Sarah
 It was amazing to find all the information one need in the internet
Twesigye Geoffrey
What other new thing have you learnt today?
 Searching for information on the net.
 Components of ICT
Ajore Rose
 I have learnt to treat learners individually.
 I have also learnt the importance of education. Eg: Helping an
individual to get full potential
 Teachings facilitating an individual to learn not to teach an individual.
 We should avoid limiting learners from learning new things because
each one was born at a different time.
Kutuumya Juliet

30. 30
What other new thing have you learnt today? (Continued)
 To carter for individual differences
 Give learners chance to participate because they have different
abilities.
Mukungu Babra,
 I have learnt to search for new information/developments in
education.
 Challenges in education of the 21st
century
 How education is responding to the trends and challenges in the 21st
century.
 Purpose of education
 The devices in the ICT
 The roles of ICT
 The industrial way of teaching
 The components that may lead us to succeed
Namono R. Wanda
 I have learnt how to explore and get information one wants on
internet
Prossy Nabirye
 The presence of Wikipedia on the internet and yet it is one of the
programs on the XO journal.
Eseate Annet
 How to access the internet with ease
Timothy
 The creating of email
Atim Jane Rose
 In case you change your attitude, everything is a success
Iduuli John
 I have learnt that I should allow children to express themselves freely.
Kaggwa Joseph

31. 31
What other new thing have you learnt today? (Continued)
 Creating an email
 Getting more information from the internet
Alimo Lydia
 I have learned how to group the learners according to their individual
differences
 Getting more information from the computer
 Being a change maker
 Getting more information from the computers
 Components in ICT which are four.
Nangobi Sarah
 I have learnt to search for information on the internet
Twesigye Geoffrey
What would you like to learn on day two of the workshop?
 Use the computer to teach the class
 Have hand outs given to participants
Ajore Rose
 Method of teaching SST in P4 using computer
 I would like to learn how to get information on face book and to send
information
 I wish to learn more about the computer to teach a primary two child.
Namono R Wanda
 To have a demonstration lesson in a teaching/learning process using
a computer
Eseate Annet
 A lot more about face booking
 How to teach using the projector
Timothy
 How to access the internet
 More on creating email
 How to use face book
Atim Jane Rose

32. 32
What would you like to learn on day two of the workshop?
(Continued)
 Learning how to use a projector for teaching
Iduuli John
 I would like to learn how to use a projector
Kaggwa Joseph
 I would like to learn how to use a computer during the teaching
learning process.
Alimo Lydia
 Teaching using a projector
Nangobi Sarah
 We need to be taught to master procedures of opening and sending
mails on internet.
Twesigye Geoffrey
MINDS-ON ACTIVITY: LEAD WORKSHOP FACILITATOR’S RESPONSE
TO THE PARTICIPANT EVALUATION OF DAY II ACTIVITIES.
The workshop lead facilitator, Chole made the following remarks about the
feedback.
He said continuous evaluation in a workshop is a very good way of keeping
track of progress in learning. He tipped the participants to use it in their
learning activities when they get back to start implementing the ICT in
education programs.
He said he was happy that many of the participants reported positive
change in their skill and attitude towards use of ICT for learning. He said
the workshop was just to kick-off the participants in starting up the building
of capacity in themselves and class to effectively facilitate the students
learning process with ICT.

33. 33
He observed that many of the participants reported desire to learn how to
use projector in their classroom for presentation. He said projectors can
play a very crucial in effective role in demonstrations and student
exhibitions of their learning outcomes. He said a session would be chosen
in the workshop to learn using the projector. Learning how to use it was
therefore imperative, he said.
He further said embarking on an out – of – the – box learning experiences
is always full of surprises because it involves venturing into new horizons
and breaking new grounds.
He finally said the activities that the participants would wish to learn would
be considered in due course.
HANDS-ON ACTIVITY: LEARNING TO USE EMAIL AND SEARCHING
FOR INFORMATION USING SEARCH ENGINES.
With the guide and support of the various facilitators, the participants
delved into practicing how to use email and its various tools. Participants
were particularly tasked to compose messages and send them to other
participants present, learn to send attachments, etc.
They also practiced the use of search engines, particularly Google.
MINDS-ON AND HANDS-ON ACTIVITY: LEARNING THE THREE
DOMAINS OF LEARNING
The lead facilitator Chole then engaged the participants into using the
internet for a more focused activity: Learning the three domains of learning
and their various models.
Chole asked the participants to visit the google.com search engine and
type the words, “The Three Domains of Learning”
They then visited one particular link:
http://thesecondprinciple.com/instructional-design/threedomainsoflearning/

34. 34
The link above explains, with aid of tables, the two major taxonomies:
 Bloom’s Taxonomy 1956
 Anderson and Krathwohl’s Taxonomy 2001
Below is a table explaining the various levels of learning both in the version
of Bloom and Anderson in the three domains of learning - Cognitive,
Affective and psychomotor as presented in the website:
http://thesecondprinciple.com/instructional-design/threedomainsoflearning/
1. Taxonomies of the Cognitive Domain
Blooms Anderson and Krahwohl
1. Knowledge: Remembering or
retrieving previously learned
material. Examples of verbs that
relate to this function are:
1. Remembering: Recognizing or re
calling knowledge from memory.
Remembering is when memory is
used to produce definitions, facts, or
lists, or recite or retrieve material.
2. Comprehension: The ability to
grasp or construct meaning from
material. Examples of verbs that
relate to this function are:
2. Understanding: Constructing
meaning from different types of
functions be they written or graphic
messages activities like interpreting,
exemplifying, classifying,
summarizing, inferring, comparing,
and explaining.
3. Application: The ability to use
learned material, or to implement
material in new and concrete
situations. Examples of verbs that
relate to this function are:
3. Applying: Carrying out or using
a procedure through executing, or
implementing. Applying related and
refers to situations where learned
material is used through products like
models, presentations, interviews or
simulations.
4. Analysis: The ability to break
down or distinguish the parts of
material into its components so that
its organizational structure may be
better understood. Examples of
verbs that relate to this function are:
4. Analyzing: Breaking material or
concepts into parts, determining how
the parts relate or interrelate to one
another or to an overall structure or
purpose. Mental actions included in
this function are differentiating,
organizing, and attributing, as well as
being able to distinguish between the
components or parts. When one is
analyzing he/she can illustrate this
mental function by creating

35. 35
spreadsheets, surveys, charts, or
diagrams, or graphic representations.
5. Synthesis: The ability to put
parts together to form a coherent or
unique new whole. Examples of
verbs that relate to this function are:
5. Evaluating: Making judgments
based on criteria and standards
through checking and critiquing.
Critiques, recommendations, and
reports are some of the products that
can be created to demonstrate the
processes of evaluation. In the
newer taxonomy evaluation comes
before creating as it is often a
necessary part of the precursory
behavior before creating
something.
6. Evaluation: The ability to judge,
check, and even critique the value
of material for a given purpose.
Examples of verbs that relate to this
function are:
6. Creating: Putting elements
together to form a coherent or
functional whole; reorganizing
elements into a new pattern or
structure through generating,
planning, or producing. Creating
requires users to put parts together in
a new way or synthesize parts into
something new and different a new
form or product. This process is the
most difficult mental function in the
new taxonomy.
The Affective Domain
1. Receiving
This refers to the learner’s sensitivity to the existence of stimuli –
awareness, willingness to receive, or selected attention.
2. Responding
This refers to the learners’ active attention to stimuli and his/her motivation
to learn – acquiescence, willing responses, or feelings of satisfaction.
3. Valuing
This refers to the learner’s beliefs and attitudes of worth – acceptance,
preference, or commitment. An acceptance, preference, or commitment to
a value.

36. 36
4. Organization
This refers to the learner’s internalization of values and beliefs involving (1)
the conceptualization of values; and (2) the organization of a value system.
As values or beliefs become internalized, the leaner organizes them
according to priority.
5. Characterization – the Internalization of values
This refers to the learner’s highest of internalization and relates to behavior
that reflects (1) a generalized set of values; and (2) a characterization or a
philosophy about life. At this level the learner is capable of practicing and
acting on their values or beliefs.
The Psychomotor or Kinesthesia Domain
Reflex movements
Objectives at this level include reflexes that involve one segmental or
reflexes of the spine and movements that may involve more than one
segmented portion of the spine as intersegmental reflexes (e.g., involuntary
muscle contraction). These movements are involuntary being either present
at birth or emerging through maturation.
Fundamental movements
Objectives in this area refer to skills or movements or behaviors related to
walking, running, jumping, pushing, pulling and manipulating. They are
often components for more complex actions.
Perceptual abilities
Objectives in this area should address skills related to kinesthetic (bodily
movements), visual, auditory, tactile (touch), or coordination abilities as
they are related to the ability to take in information from the environment
and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility,
strength, reaction-response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned
for games, sports, dances, performances, or for the arts.

37. 37
Nondiscursive communication
Objectives in this area refer to expressive movements through posture,
gestures, facial expressions, and/or creative movements like those in mime
or ballet. These movements refer to interpretative movements that
communicate meaning without the aid of verbal commands or help.
Source: http://thesecondprinciple.com/instructional-design/threedomainsoflearning/
Having taken the participants through the three domains and their various
level, Chole observed that the current education system does not address
itself to these fundamentals of learning.
He said the standardized tests and examinations tested the cognitive
aspect of a learner more over the lower level of learning like
knowledge/memorization and comprehension. He stressed that if education
is to be of any meaning with the demands of the 21st
century, then learners
need to put their higher thinking orders to tasks of learning.
He added that children are naturally very creative and very curious. He said
once learning activities address themselves to these intrinsic needs of
learners, then learning becomes interesting, exciting and motivating for the
learner.
He said, computers are versatile machines with potentials that can best be
realized if higher order learning is addressed. He said computers can aid
the imaginative thinking of children by helping create things that otherwise
would be impossible.
MINDS-ON ACTIVITY – PROJECT BASED LEARNING
Chole said the demands of the 21st
century calls for total rethinking of
facilitation of learning and learning processes. He said project based
learning which is based on a constructivism theory of learning. Its stresses
humans construct knowledge and meaning from their experiences.
He said project based learning is what the participants may attempt to carry
out in their classes.
Chole shared a quote to define what project based learning is:

38. 38
Project-based learning is a dynamic approach to
teaching in which students explore real-world
problems and challenges. With this type of active
and engaged learning, students are inspired to
obtain a deeper knowledge of the subjects they're
studying.
Chole then asked the participants to view a short media clips on project
based learning. Below is an online link to the video clip:
Project Based Learning (PBL) Explained.
https://www.youtube.com/watch?v=LMCZvGesRz8
The video clip is a scenario of how an innovative minded teacher decides
to turn a problem of influenza into a learning experience for his learners.
Urged on and supported by their teacher, the students set about solving the
problem of influenza that hits the children. They later share their learning
outcomes at an exhibition in which they emerge winners for their great
work.
Chole outlined the key features that distinguished PBL from the traditional:
Traditional Project Based Learning
Teacher centered: the teacher is
considered the all knowing and the
learners and knows what is best for
the students to learn. The teacher is
therefore the all controlling
Learner centered: Learning is driven
by the interests and curiosity of the
learners. Children are regarded as
having their own experiences to
share from their own perspectives.
The teacher is a facilitator of the
learning experience.
Subjects are compartmentalized. It
tends to stick to one subject only.
Inter-disciplinary. The
subjects/disciplines considered are
determined by the set aim or desired
learning outcome of the project.
Mistakes are often punished Mistakes are opportunities to learn
Emphasis on cognitive learning Emphasis on all the three domains
of learning
Emphasis on memorization Aims at attaining higher order
thinking
Learning restricted to classroom Any place can be a learning
environment
Competitive learning Teamwork and collaboration

39. 39
Less concerned with technology for
learning
Emphasis on technology as a tool
for enhancing learning.
Traditional Project Based Learning
Little regard for individual
differences
Complete attention to and respect
for individual differences
Disregard for students’ need to
share or exhibit learning outcomes
Sharing of learning outcome is an
integral part of learning
Chole said that there was no fixed linear progression in PBL. However, he
said there are certain key activities that tend to be present. He outlined
them as the following:
• Recognizing or identifying a need/problem
• Identifying target beneficiaries.
• Formulating clear aims and objectives
• Identifying methodologies.
• Identifying tools and resourceful persons
• Drawing up a work plan
• Executing of the plan
• Punctuated by continuous reviews, critique, and self evaluation
• Completed work outcome/end product to the identified beneficiaries
• Feedback from the field and further self-evaluation
• Exhibition/Sharing of learning experiences in the whole process
He observed that continuous evaluation is very important improving the
learning experiences.
MINDS-ON ACTIVITY: CASE STUDY - SHARING OF LEARNING
EXPERINCES IN PROJECT BASED LEARNING PROGRAM, ADOBE
YOUTH VOICES BY AKWERO VIVIAN.
Adobe Youth Voices is a project based learning program sponsored by
Adobe Foundation, the philanthropic arm of Adobe Systems with
headquarters in California, USA. The program aims at empowering young
people of 13 to 19 years old with 21st
century skills and technologies to
enable them express themselves and comment on their own experiences
from their perspectives and seek to have a positive impact with their
targeted audiences.

40. 40
Adobe Youth Voices was introduced in PMM Girls’ School in 2009 and
since then very many students have participated in it, creating a several
media projects.
Akwero Vivian is one of the students of Adobe Youth Voice at PMM Girls’
School. She shared her learning experiences in the program.
In her presentation, she introduced herself as Akwero Vivian a student at
PMM Girls’ School.
Akwero said what motivates her to continue in the project based learning
program are passion for what she does, being self driven and
encouragement from others.
She said she has participated in three projects in PBL, their titles are:
 Dissection of a Rat and Parts of it Digestive System
 Wrath of a Stepmother,
 The Making of Watermelon and Passion Fruits and their
Nutritional Values
She then concentrated on the latest project she participated in, The Making
of Watermelon and Passion Fruits and their Nutritional Values under a
program called Digital Creation of Learning materials.
She said they were nine girls who participated in the project. She said they
had to work as a team to plot on how to effectively create something that
they could easily make a digital learning material out of. She said after
brainstorming and thinking of various options, they zeroed on the juice
making process of several fruits and their nutritional values but eventually
they concentrated on two: watermelon and passion fruit.
She said they shared their work as an ongoing project at a SESEMAT
(Secondary Science and Mathematics Teachers) organized exhibition for
secondary schools.

41. 41
She said the project has been completed and available online for anyone to
view and download.
She said her major learning points in the project were:
 Learning to associate with people whom she used to take for granted.
 Acquiring the skill of video editing,
 Photography skills
 Critiquing of almost any form of media.
Akwero Vivian then played the media of their completed project, “The
Making of juice Watermelon and Passion Fruit and their Nutritional
Benefits”
The Online links:
“The Making of Watermelon and Passion Fruits and their Nutritional
Value”
https://www.youtube.com/watch?v=ZmiOo01S_Ag
“Dissection of a Rat and the major Parts of the Digestive System
(Rough Cut)”
https://www.youtube.com/watch?v=Y0wgioEoHcc
“Wrath of a Stepmother”
https://www.youtube.com/watch?v=dETML4E819M
Fig. 9: Akwero Vivian (Standing) shares her learning
experiences in PBL on day II of the capacity building
workshop.

42. 42
“A behind-the-scenes look at Wrath of a Stepmother”
https://www.youtube.com/watch?v=CxAhkmiX_4A
Akwero Vivian added that participating in the PBL programs has made her
consider taking on Mass Communication as a career interest instead of her
parents’ wish for her to take on a science course.
MINDS-ON ACTIVITY: SECOND CASE STUDY OF PROJECT BASED
LEARNING. VIEWING A DOCUMENTARY ON PROJECT-BASED
LEARNING AT CLEAR VIEW CHARTER ELEMENTARY SCHOOL.
Chole shared a video that showed students of Clear View Charter
Elementary School, (USA) getting engaged in the study of insects and
eventually share the outcome of their learning with expert scientists online.
Visit the youtube link below to watch the video.
https://www.youtube.com/watch?v=W3jD7LJ6AWw
Chole then asked the participants to give their feedback to the two case
studies using the following questions.
“What stands out for you about the two case studies of project based
learning?”
The responses were varied. Some of the key answers were:
First Case Study
 Akwero seemed confident and knowledgeable of the subject matter.
 “Can we have the video on DVDs?”
Second Case Study
 There was outdoor activity – turning the outside environment into a
laboratory for practical work.
 The learning is very practical
 There were few students in the class
 Great use of technology
 The students seemed at ease with using the technology

43. 43
Chole said it would be great to see similar projects coming up from the
respective schools of the participants.
Chole shared a picture of part of the compound of Main Street Primary
School. The picture depicted a compound with evidence of soil erosions
and devoid of grass.
He said such a condition could be used to trigger a learning activity by
drawing the students’ attention to the problem. He suggested that it was
very possible that students were quietly asking why the school compound
was full of soil erosion and no grass, and why somebody could not do
something about it. Listening to such a questions, Chole said, can inform
the teacher with how to guide and facilitate the students learning in form of
embarking in a project of planting grass and controlling soils erosion on the
school compound.
Fig 10: One of the photographs exhibited by Chole showing bare ground with no or scanty grass
between classroom blocks at Main Street Primary School.

44. 44
Chole shared another example for engaging the learners in a learning
activity using disposed plastic bottles.
He said student may be engaged in the study of environmental hazards
caused by Mineral water bottles which tend to be poorly disposed of. He
said such a study could go further to finding a solution led by the student:
They may decide to collect the bottles that have been disposed poorly and
make toys out of them. The bottles could be shared to nursery school
pupils and they are sensitized on the need to dispose bottles properly.
He said in both cases, the students may record the process of the projects
and compile data to be shared at an exhibition by the students. He said if
such a learning program is effectively handled, the chances are that the
learners involved will find learning to be fun, engaging and involving them
in desirable problem solving enterprise. He said the pupils involved are
most likely going to feel empowered and motivated to achieve more by
always getting back to school to participate in what makes meaning to
them.
He further advised that the teachers should not engage several students
but a small manageable number as every child needs to be attended to
individually.
He also said such a program may be integrated in the routine learning
programs of the students or carried out after classes.
Chole further gave an example of creating a youth corner where the
students can on daily basis share literary works in form of poems, stories,
etc. All the teachers could do is facilitate the learning activity with for
instance provision of learning materials, helping check grammar and
spelling, making sure the students have time for their activities within
school programs and so forth.
LUNCH BREAK

45. 45
2.30PM: SKYPE COMMUNICATION WITH MS. JOANNE CLEMENTINE,
NEW YORK, USA.
In the afternoon the participants had a thirty five minute Skype session with
Ms. Joanne Clementine who expressed her gladness with the way the
program was taking off.
Joanne said she was very excited with the workshop. She expressed her
sincere thanks to everyone in their individual capacities, for helping make
the ICT program take shape.
Joanne further expressed her faith in the ideas that Chole Richard has
suggested for the program to take place. She thanked him and said she
was looking forward to meeting all the participants and working with them in
the program.
She shared with the participant’s tips on how to use the XO and Zadu Pad
machines, encouraging them to learn them and give their feedback.
She said she would soon
create an online survey
for all the participants.
She asked them to
individually respond to it.
She said the idea of
project based learning
followed the philosophy
of constructivism which
she said is the ideal way
for meaningful learning.
She said she would like
to be in Uganda in
October 2015 and interact with all the teachers in the program. She said
she hoped to secure more XO computers and other gadgets for the
program.
Several participants had one-to-one talk with Joanne. They generally
expressed their gratitude to Joanne and expressed their intention and
determination to continue with the program.
Fig 11: Participants attending to live Skype sessions with Joanne
Clementine.

46. 46
One participant from Seventh Day Adventist Primary School, Mrs.
Kyomuhendo shared her desire to have her school included in the program.
On another note, a guest, Kenneth advised that Joanne should visit
Uganda in November instead of October. She promised to look into the
suggestion.
Joan’s Skype talk was followed by a review of her sessions by the
participants.
Chole impressed upon them that the opportunity that Ms. Joanne
Clementine was offering was only theirs to lose. He said many people out
there are eager to have opportunities like the one the participants were
getting on a silver plate but they have no chance. He said they should
therefore handle it like gold. The following were matters raised:
 The participants were very excited and greatly encouraged by the live
session with Ms. Joanne.
 They said they would work harder to implement the program at their
sites
 They asked chole to continue with supporting them in the
implementation process at the site.
 They said the time was short to learn everything in the three days.
 More capacity building workshops should be put in place.
 Fears were expressed over interference by head teachers especially
where provision of equipments was concerned. They suggested that
the District Education Officer intervenes in these matters to make
sure items received for classroom use are received by the intended
end user.

47. 47
HANDS – ON ACTIVITY: PRACTICE SESSION ON THE XO
COMPUTERS LED BY JULIUS NGOBI
Ngobi Julius introduced the participants to the available apps in the XO
computers. He concentrated on the physics apps that can be used for
drawing.
He also shared the environment of the online course program on the
Venture for Good website.
John Ngobi’s session was followed by more practice in using internet for
sourcing information and email activities especially how to send emails and
access received mails.
The workshop ended at 6.00pm and the participants departed thereafter.
DAY THREE: 28TH
AUGUST 2015
HANDS – ON ACTIVITY: SURFING AND EMAILING FACILITATED BY
KISIRA JOHN
The first major activity of Day III was engaging the participants in further
practice of email activities – sending mail to each other, learning to attach
files, using carbon copy, etc. The session was facilitated by Mr. Kisira John
who throughout the workshop acted as a technical support. He was
Fig 12: Left- Ngobi Julius (Standing) guides participants in the use of the XO computers; Fig 13: Cross
section of participants learning to use the XO computers.

48. 48
assisted in his session by participants who were experienced enough to
help the others.
MINDS-ON ACTIVITY: MY LEARNNING EXPERINCES IN PROJECT
BASED LEARNING - LUBANGA HAKIM.
Lubanga Hakim introduced himself as an Educator of a purposeful media
creation program of Adobe Youth Voices and a member of Shadow Idol
Youth Club which is supported by and based at St. Francis Health Care
Services. He said he is a student of Jinja Senior Secondary School in
Senior Five.
Hakim said he joined the Adobe Youth Voices program in 2010, following
an exhibition of activities of the Adobe Youth Voices learners of PMM Girls
School by Chole Richard and a then learner, Bukirwa Rhamulah.
Hakim spelled out the purposeful media creation project that he was
involved in:
“The Power is in Your Hands” – A musical video
You tube link to The Power is in Your Hands:
https://www.youtube.com/watch?v=E6jM7OZfy28
“Jackie’s Letter” – a self portrait story of Kemigisher Jackie, a person
living with HIV and an advocate for the rights and well being of HIV
positive people.
You tube link to Jackie’s Letter
https://www.youtube.com/watch?v=LiW2T5kQpSo
A Poster Project organized by International Educational and Resource
Network – iEARN.
“Let them Be”
YouTube link to Let Them Be
https://www.youtube.com/watch?v=YIlk4n0LJP4
“A Voice for Orphans” etc
Youtube link to A Voice for Orphans
https://www.youtube.com/watch?v=Zka-gpdo2gw

49. 49
Hakim said that
through the Adobe
Youth Voices
Program, he has
been able to acquire
skills in using still and
video cameras;
Video editing,
participating in
exhibitions of
purposeful media
creations and
learning how to
speak English
language quite
fluently.
Hakim said that through Adobe Youth Voices program, he has taken part in
a number of purposeful media creation projects.
He said he presented at many purposeful media creation exhibitions.
He said he has exhibited at several forums with his partners and facilitated
workshops too.
He said he has had an opportunity of being trained to be an educator of
Adobe Youth Voices.
He said he has also used his skills in purposeful media for making money
by doing video and still camera coverage of events like weddings and
school events.
He said he now networks with students and teachers online from other
parts of the world.
Lubanga Hakim outlined several things that motivated him to participate in
Adobe Youth Voices:
 The desire to acquire computer skills for learning
 Sharing of ideas and learning from others
Fig 14: Lubanga Hakim sharing his learning experiences on day III of
the capacity building workshop.

50. 50
 Taking charge of learning activities
 Opportunity to explore issues beyond classroom experiences.
 The program offers opportunity to be a voice for youths and everyone
else.
 Giving him opportunities that he otherwise wouldn’t have. Like
meeting exceptional people during project activities, becoming an
educator at a very young age, and so forth.
He said the current thing he was engaged in was
 Participation in a nine weeks online course sponsored by Taking IT
Global.
 Empowering his fellow youth with knowledge and skills learnt from
the online course.
Hakim further said his future dreams were:
 To attend a biannual summit for youths organized by Adobe Youth
Voices in California, USA.
 Creating a winning media in the Adobe Youth Voices awards.
 To be trained as a Lead Educator of Adobe Youth Voices program.
He also shared messages with the participants:
 It is important to listen to everyone’s idea.
 One must sacrifice a lot to learn
 If you want to learn something, love it.
 Never give up when you embark to achieve something in life.
BREAK
MINDS-ON ACTIVITY: SHARING OF LEARNING EXPERINCES AS AN
INNOVATIVE EDUCATOR BY BBUMBA SOLOMON.
Bbumba introduced himself as someone from a very humble background.
He said his education was from a very humble school.
He however said, this did not deter him from working hard to attain
something big for himself.

51. 51
He started as a primary school teacher before rising to attain his present
successes as an innovative educator and entrepreneur in education
services.
He said his breakthrough as an innovative educator began by participating
in a forum organized for teachers with passion to drive things innovatively
in the profession.
He has now been recognized and worn for him awards at various forums
both locally and globally.
His main exploits in innovative drive in education is in digital content
development and design.
He said that he has now founded his own company in digital content for
educational purposes called Partnership in Education Development
Uganda - PIED
Website link of PIED: http://www.pied.ac.ug/
He said he has also written two books for study purposes.
He said he was sponsored scholar for the 9th
Elearning Africa Conference
2014 which took place in Kampala.
Website link to eLearning Conference: http://www.elearning-
africa.com/
He further observed that him being invited to facilitate in the workshop was
therefore not by accident but fruits of his long term commitment to
innovation and thinking out-of-the-box.

52. 52
Fig 15: Bbumba shared a picture in context of his life in primary school
Fig 16: Bbumba (with stripped shirt) was one of the innovative teachers who met
the president of Uganda in an exhibition on World Teachers Day in Kampala, 2010

53. 53
LUNCH BREAK
MINDS-ON ACTIVITY: MY 21ST
CENTURY SKILLS’ ENCOUNTER BY
KYOMUHANGI JANEPHER
Kyomuhangi Janepher is a teacher at Seventh Day Adventist Primary
School in Jinja. She is director of the schools link with Lark Rise in the UK.
Kyomuhendo said her sources of inspiration in life are from:
• The Way of handling the children
• The Curriculum
• The Methods of teaching
• Children’s Rights
• Skills Development
• Time Management
• Attitude of teachers towards the children
• Communication Skills
She said she always look forward to traveling the world to find new
experiences, meet new people, network globally and share her own
experiences. She also uses the travelling opportunities to get market for
her products.
Fig 17: (Left) Bbumba receives a prestigious award as the third best innovator in Fig 17 (Right)
Participating in the 9th eLearning Africa Conference Kampala.

54. 54
She said because of her keen interest in doing things innovatively in
education, she was given three opportunities to visit the link school Larkrise
in Uk.
She said while at Larkrise, she was impressed by the things she show and
experienced in the school. She said the learning environment was very
conducive. It was very clean and very informally organized to suit students
learning. She said the teacher – pupil ratio was very low which enabled
good attention to the child’s learning.
She said the emotional needs of the learners were well attended to by the
teachers.
She said there was a great deal of emphasis on co-curricular activities. A
lot of time was devoted to it and every child participates in at least one of
the variety of activities.
She observed that the classroom arrangement of Larkrise and her school
differed greatly. While that at her school, was organized for the teacher to
be at the centre of learning, that at Larkrise was organized with the
students at the centre of learning and to encourage full time interaction
among them
She said as a result of her experiences at Larkrise, she has decided to
teach her students how to make bead products, involve her students in
various co-curricular activities and document her activities in digital form.
Fig. 18. Kyomuhendo (in red top) shares her
experiences on the third day of the capacity building
workshop.

55. 55
Kyomuhendo then shared with the participants a video clip, “Fruits of the
Link”
In the video, she thanks the link for the skills the children have acquired in
beads and scarves which she thinks are good for their future. Another
teacher said he helped children in gardening, planting tomatoes and other
vegetables. He said the pupils were now able to work on their own. Another
teacher said that they look at how to protect the environment and how to
use the physical features and how they are inter-related with human
activities. He thanked the link for the efforts they have done to make sure
the two schools are interdependent sustainably. Kyomuhendo added that
they benefit by sharing learning experiences from both sides. She thanked
the board of governors and staff of Larkrise Primary School for their efforts.
She hoped for the continuity of the link to bring up the children of Uganda
and especially of SDA primary school.
Youtube link of Fruits of the Link
https://www.youtube.com/watch?v=eSrnCwvKIfw
MINDS–ON ACTIVITY. SHARING OPORTUNITIES FOR
PROFFESSIONAL GROWTH AND DEVELOPMENT BY BBUMBA
SOLOMON.
Bbumba Solomon introduced the participants to opportunities for
professional growth and development provided by Microsoft under its
Microsoft in Education program to support innovative initiative of teachers
and schools through integration of ICT in students’ learning process.
He shared with the participants the fact that they have opportunity to
upload and share their innovative learning activities on the website of
Microsoft Educator Network which would give them access to learning and
teaching resource and connect them to thousand of likeminded educators
globally.
He further said the network gives opportunity for the educators to share
their experiences and be an advocacy voice with audiences of decision
makers.
He shared with the learners how to apply to be recognized as Microsoft
Expert Educators and have opportunity to participate in a Microsoft

56. 56
sponsored global forum for educators and other stake holders and interests
in education.
He reminded the participants that a road to success in life begins with
taking one step at a time. He said joining the Microsoft Innovative Expert
Educator could be the first step in a long journey of successes that the
participants might never imagine possible.
He said getting engaged in doing innovative things with students in
classroom is a way to build capacity to grab opportunities like being
recognized by Microsoft as an expert educator.
Bbumba also introduced the learners to his own educational enterprise of
content creation - Partnership in Education Development Uganda – PIED. It
offers learning contents that learners and educators can access at a fee.
Website: http://www.pied.ac.ug/
MINDS-ON ACTIVITY – REVIEWING LEARNERS’ VIEWS ON WHAT
EDUCATION MEANS TO THEM.
The lead workshop facilitator, Chole Richard asked the participants to
watch a video clip featuring primary school pupils in class responding to a
question he posed them: Why do you want to study?
Most of the pupils in the video clip said they wanted to study to either
achieve their future dreams or get a job in future. One girl’s answer was
that she wanted to become a doctor so that she can treat those who are
suffering in hospital.
Chole then posed the participants a question: “Who of the pupils gave a
more desirable answer. The participants unanimously agreed that the girl
who wanted to become a doctor to treat the sick.
Chole agreed with the participants. He said the girls’ answer was favorable
because she is driven by a purposeful desire to serve others, which in his
opinion, should count first and not seeking for a job. He added that a good
education is one that helps a learner realize his or her full potentials and
interests and develops it. He therefore urged the participants to guide and
support their learners to realize their passion in life and work towards it. He
said, in this way, learning becomes an enjoyable experience for the

57. 57
learners who are likely to take the challenges they face as simply part of
learning and attain their career goals.
Chole conceded that he did not probe further those who talked of achieving
their future dreams.
LAST WORDS TO MOTIVATE AND INSPIRE: BEING CHANGE
MAKERS.
Chole challenged the participants to look at themselves in a leadership
position by strive to be change makers in education in their communities.
He urged them to strive to stand of the crowd if they were ever going to
make impact in their schools and communities.
He said such a leadership position comes with its own challenges but they
are surmountable if one is well versed with them.
He said in their quest to bring change, they will naturally meet various kinds
of people:
Those who will take the lead in carrying the burden, those who will do
nothing but urge others on, those who will remain totally doing nothing and
remain in doubts, those who will always look backwards and those who will
do all that it takes them to stop progress and reveres it.
Chole also showed a cartoon of a husband, wife and their donkey to
demonstrate how society can be a problem in trying to make a change.
Thus when husband and wife site on the donkey on their travels; society
public opinion will castigate the riders for being insensitive to the donkey
When the couple decides that the wife walks along to lessen the burden on
the donkey, the man would be blamed for being a cruel husband.
When he decides that the wife should ride instead as he walks along,
public opinion terms him very foolish and inept husband.

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Finally when the couple
decides that they should
both walk alongside
donkey, public opinion
will still have something
negative to say: The
couple will be ridiculed
for not knowing the use
of a donkey!
The key moral of the
story is that do not be
swayed by public opinion
lest you end up doing
totally nothing and even those who had opposed you will still have the last
laugh now that you failed to do anything.
Chole further used slides telling the story of life of an eagle to further
demonstrate what it takes to be a change maker.
According to the slide, eagle has the longest life-span of its species. It lives
for upto 70 years. But to it has to make some hard and painful decisions to
reach that age.
At 40 years old, the talons can no longer hold prey, the beak becomes bent
and the wings become too heavy to enable it fly. Unless something is done
to change its status, the eagle will die.
The eagle now has to options; to die or embark on a painful process of
rebirth that lasts 150 days. It entails that the eagle flies high up on top of
the mountain and in its nest. There, the eagle begins to knock its beak on
hard rock to pluck it off then waits for a new one to grow. It also plucks out
its old feathers for new one to grow.
After five months, the eagle is ready to fly and live for another 30 or so
years.
Moral of the story: To survive, we need to start a new process at a certain
pint in life. We need to get rid of old habits and traditions. Only then can we
take advantage of the present and survive.
Chole said, therefore as educators, the participants should be ready to
change their mind set and practices to take on new opportunities. There will

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be hard moments but the reward is capacity to take advantage of new
opportunities.
Youtube link to the story of the eagle:
https://www.youtube.com/watch?v=aAOsVeZzT94
Chole then shared a fable related by the late Kenyan environmental
activist, Wangari Mathai, “I Will Be a Humming Bird”
In the fable, a forest catches fire sending all the animals in disarray. But in
their midst was a brave hummingbird who decides that it would do
something to put off the fire. So it would fly to the river and carry water in its
beak to be poured on the raging fire. Meanwhile, other animals with better
abilities like the elephant whose truck could catch much more water stood
by and did nothing but to watch the tiny little humming bird at its task.
“Little bird, what are you doing? You cannot put off this fire. You are too
little!!
The humming birds answer: “I am doing the best I can”
According to Wangari Mathai, the Humming Bird’s action is what all of us
should do. Doing the best we can.
“I may be insignificant, but I certainly do not want to be like the animals
watching the planet go down the drain. I will be a Humming Bird. I will do
the best I can”, says Wangari.
Chole said the raging fire represents the challenges that face in our lives
whenever we set to do something but we must do the best we can under
the circumstances and history will not judge us bad.
Youtube link to Wangari Mathai’s fable “I Will Be a Humming Bird”
https://www.youtube.com/watch?v=IGMW6YWjMxw
HANDS-ON ACTIVITY – COMPUTER SKILLS
Participants were once again given opportunity to use the computers in the
lab for email lessons and general use of internet for research purposes.

60. 60
They were also tasked to attempt making work plans which would be
refined later after the workshop.
FINAL WORKSHOP EVALUATION
The participants were next asked to do written evaluation of the three day
workshop using the following guide question:
1. From the workshop, what changes have you experienced in
terms of?
a) Knowledge
b) Skills
c) Attitude
2. State at least one thing you will do differently as a professional
as a result of this workshop?
3. What else would you have liked to learn out of the workshop?
RESULTS OF THE FIANL WORKSHOP EVALUATION
4. From the workshop, what changes have you experienced in
terms of?
d) Knowledge
 I have acquired computer knowledge which did not have – Prossy
Nabirye
 I have at least got chance to use the computer for a long time and
even the speed I started with is not what I ended with. I can now
open, type and send using Microsoft word. – Kayanga Immaculate
 I have gained knowledge, especially in using internet – Twesigye
Geofrey
 I have come to understand that each child is different and should
be attended to in a different way. In other words, I should consider
individual abilities – Kaggwa Joseph
 I have understood the value of ICT in the teaching – learning
process – Milton Mugweri
 I have known how to open email and to sue computer - Namono
Rebecca Wanda

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 It has given me ICT knowledge which can be used in and outside
the classroom in order to build confidence in our learners. – Alimo
Lydia
 I have somehow become knowledgeable in ICT but a lot more has
to be learnt. - Atim Jane Rose
 The challenge is that of forgetting since I do not have a computer
to keep on practicing what I have been taught - Kutuumya Juliet.
 I have known how to use the internet – Esaete Annet
 I have acquired knowledge on how to create a change in the
environment I with using the knowledge from the ICT. – Ajore
 I have acquired a lot of knowledge which I will use to impact skills
in the learner.- Ngobi Julius
 Knowing all about ICT and using email – Mukungu Barbara
 I have learnt a lot from sharing with other teachers’ experiences
 I have got knowledge on how to use the software
 I have learnt how to make a presentation
- Kyomuhendo Janepher S.
 I have gained a lot of knowledge on how to use a computer -
Kagoda Steven
 I have acquired a lot of knowledge from this workshop with the
help of our facilitators. - Nangobi Sarah
 I have got plenty of knowledge Eg. How to use google. - Kisaame
Timothy
 I have learnt that using a computer can aid the learning in class. -
Iduuli John
e) Skills
 I can now access the internet easily and get information I want -
Prosy Nabirye

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 I can now easily use the keyboard to type and even use the
punctuation marks appropriately – Kayanga Immaculate
 My typing skill has somehow improved - Twesigye Geoffrey
 I have gained new skills of handling learners. I should facilitate not
teach, although I am still slow in most of the operations. – Kaggwa
Joseph
 Opening up an email
 Searching for information – Milton Mugweri
 Searching for information on my email and reading it.
 Writing information and sending it
- Namono Rebecca Wanda
 I have experienced a lot of skils like opening up an email, sending
it and of course other skills. – Alimo Lydia
 I have acquired skills and I wil use those skills to impact the same
in the learners
 I will also use the same skills to do my things
.- Atim Jane Rose
 The skill of typing fast is still a challenge - Kutuumya Juliet
 Learnt to embrace various skills of using the keyboard – Esaete
Annet
 I have gained the skill of using ICT to build my capacity as a
teacher – Ajore
 I have got many skills of using ICT which are going to help me
build my capacity – Ngobi Julius
 Communicating using internet – Mukungu Barbara
 The use of the computer in all ways like writing, texting, reading,
sending attachments and many others. - Kyomuhendo Janepher
S.

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 I have learnt a lot of skills on how to use a computer, eg: attaching
files when sending an email. - Kagoda Steven
 I got a lot from this workshop because I did not know how to start a
computer but now I can open an email account for others - Kizito
Brian
 I have gained more skills in searching things on the computer. -
Nangobi Sarah
 I have acquired skills in manipulating the computer - Kisaame
Timothy
 I have gained the skill of searching for new information - Iduuli
John
f) Attitude
 I wish every teacher of my school could get the knowledge (I got) -
Prossy Nabirye
 I have a positive attitude towards ICT because it has been realized
that work becomes simpler for the teacher or to any person using
it. – Kayanga Immaculate
 The phobia of using computers has completely gone - Twesigye
Geofrey
 I must confess that I am now a converted teacher and very ready
to implement what I have learnt to cause a change positively –
Joseph Kagwa
 I have really liked the program and I have enjoyed the activities –
Milton Mugweri
 I have picked up the interest of using the computer - Namono
Rebecca Wanda
 Our attitude has been changed back into the computer/ICT –
Alimo Lydia

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 This workshop has made my attitude towards ICT to change and it
will make my work simple. .- Atim Jane Rose
 I have developed interest in ICT programs and I would like to take
it up to the learners and teachers who did not attend. - Kutuumya
Juliet
 I have developed a better attitude towards ICT because I had lost
moral at one pint but thanks to the organizers – Esaete Annet
 My attitude towards ICT has changed positively. – Ajore
 The (positive) attitude towards ICT had developed in me - – Ngobi
Julius
 Love for using computer in teaching my class.
 Understanding that ICT makes teaching easy, interesting and not
a waste of time. – Mukungu Barbara
 I am positively driven by the workshop since I had longed for such.
- Kyomuhendo Janepher S.
 I have developed a positive attitude towards ICT- Kagoda Steven
 I feel this workshop can continue and be expanded to other
teachers who missed this chance. – Kizito Brown
 They should put in more workshops in place so that we can
improve on our working styles/knowledge - Nangobi Sarah
 I have now got a positive attitude towards ICT learning – Kisaame
Timothy
 The workshop has changed my attitude to ICT development within
the community around me. - Iduuli John
5. State at least one thing you will do differently as a professional
as a result of this workshop?
 I will teach learners according to their ability, individual differences,
and age as I have learned that not every learner can understand
anything at the same time. - Prossy Nabirye

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 Setting and evaluating exercises of my pupils in class. – Kayanga
Immaculate
 I will ensure that I will be a regular user of the internet and ICT
generally and inspire others to do so. - Twesigye Geoffrey
 I am going to allow pupils to collaborate, explore and interact
freely. In other words, I should let the learning be child centered –
Joseph Kagwa
 Utilizing the available resources within the actual environment to
practically enrich the pupils’ learning process.
 Considering pupils individual differences in the teaching-learning
process
– Milton Mugweri
 I will try my level best to train my co-teachers and pupils and my
people at home
 I will tell them the advantages of using a computer
 I will teach them how to get email and its advantages.
 I will try my level best to buy a laptop for easy communication
- Namono Rebecca Wanda
 I will now learn to do things even if I am not paid for it so long as I
can do it to my best for the betterment of my learners– Alimo Lydia
 I am going to be innovative ie, using the environment to make
something good.
 To let the learners explore, research on their own
 . - Atim Jane Rose
 I will teach the learners the basic knowledge of ICT. For example
parts if the computer, simple games on OX computers, etc. -
Kutuumya Juliet
 I am going to allow the pupils to discover and be creative in all
they learn. ie: no more teaching but facilitating learning. – Esaete
Annet
 Help learners learn to use computers and help them see its
relevancy in their life.

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 Thinking of a project in my school which can be used to help the
community around and initiated by the pupils.
 Encouraging other teachers to embrace ICT as it has several
opportunities for them
– Ajore
 Coming up with a project at school.
 Teaching learners some basic computer skills
– Ngobi Julius
 Handle learners bearing in mind that everybody is different and
has ability to do what he can
 Making my lessons learner centered
– Mukungu Barbara
 To train my fellow teachers and my learners how to use the
software in transforming the teaching in primary schools. -
Kyomuhendo Janepher S.
 Integrating ICT in the teaching and learning process
 Developing a positive attitude in my fellow teachers and pupils
towards ICT
- Kagoda Steven
 To start using rich learning environment
 Teach some skills acquired from the workshop – Kizito Brown
 I will use this knowledge I have gained in the workshop and impact
at the section of work - Nangobi Sarah
 I will help my fellow teachers and learners in developing skills in
using computer – Kisaame Timothy
 Create awareness among young people about computer
 Encourage member in the community to embrace computer
knowledge
- Iduuli John
6. What else would you have liked to learn out of the workshop?
 I would like to learn how to assemble it (computer) putting in the
cable wires and learning all the icons on the tool bar - Prossy
Nabirye

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 I would have liked to acquire the knowledge of how to have these
young learners handle the tools of the computer and produce
meaning work/exercises – Kayanga Immaculate
 I would like to learn using the excel program
 Practical use of the projector in teaching
– Twesigye Geoffrey
 I have missed the chance to use a projector for teaching.
 I would also like to learn to download
– Joseph Kaggwa
 I would like to continue learning and sharing information online –
Milton Mugweri
 Pasting, copying, cutting, face book, searching for other
educational programs like farming. - Namono Rebecca Wanda
 I would have liked to learn the introduction part if it since I am still
green about it. – Alimo Lydia
 I would like to learn more e-learning (distance learning) to make
my work simple. - Atim Jane Rose
 I would have liked to learn how to use a projector in facilitating
learning
 I would have liked to learn excel knowledge on the computer.
- Kutuumya Juliet
 There is a lot to learn but since we have made work plans, we
shall be ready to learn more from our educators. – Esaete Annet
 More computer skills especially being able to fix it in case it falls at
one point. – Ajore
 More computer skills in ICT. – Ngobi Julius
 How to set and evaluate learners using ICT
 How to do online learning
– Mukungu Barbara

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 More to assemble the accessories of the computers on wifi in case
it is available. - Kyomuhendo Janepher S.
 How to print work after typing.
 At least if we had this workshop for at least a week - Kagoda
Steven
 To continue practicing computer knowledge to be expert and help
children. – Kizito Brown
 To continue with my computer knowledge in order to be up-to-date
and impart the knowledge to learners. - Nangobi Sarah
 How to use projector in learning
 Connecting skype
- Kisaame Timothy
 How to use a projector in teaching in class. - Iduuli John
CLOSING REMARKS
In his closing remarks, Chole referred closely to the workshop objective
which in his assessment was achieved probably by 80%. He thanked the
participants for their enthusiasm and interest in the workshop. He also
thanked Ms. Joanne Clementine in absentia for not giving up on the
program in Jinja. He reminded the participants that the workshop’s finances
were 100% met by Joanne and that they therefore owe it to her to let the
program take off in their respective school. He said that he would soon
share out a work plan for the program in the participating schools.
Mrs. Kyomuhendo then offered to make a vote of thanks. She thanked the
organizers of the workshop, especially Chole and Joanne Clementine. She
said many activities were conducted in the workshop on free basis. She
observed that there is no where you would go to attend a workshop without
an entry fee.
The workshop was then closed at 6.45PM
Chole Richard
Lead Workshop Facilitator.