Pedagogy training


Savana Signatures’ Integration of ICT in Education Project (IIEP II) generally seeks to resource schools and build the capacity of teachers, head teachers, and other administrators of education with the aim of improving teaching and learning. This idea hinges on the belief that the ICTs could be used to facilitate teaching and learning, and improve the performance of students.

In line with this objective, a pedagogy training was held for teachers from 23rd September to 3rd October 2014. To facilitate the process, the participants were grouped into four clusters and the training was administered simultaneously. Three clusters had their training simultaneously but the fourth cluster had theirs separately. The trainings were held after school hours in the computer laboratories at Langa, Savelugu, Pong-Tamale, and Nabogu.

In all, 89 teachers drawn from all ten schools under the project participated in the training. Prior to this training, most of the participants had already gone through training in basic ICT. Building on their previous knowledge, the pedagogy training was to introduce the participants to the specific ICT tools they would use to prepare lessons, deliver lessons, and keep records of their students’ performance.

The four-day exercise exposed teachers to programmes like Microsoft Word, Excel, PowerPoint, offline learning materials, and the internet. With these tools, they were taught how to make their work easier and more effective. To their amazement, the teachers discovered how they could use Microsoft PowerPoint to prepare and deliver lessons to their students. They learnt how Microsoft Excel could make the preparation of a Continuous Assessment easier than they thought. They were particularly excited to lay their hands on a projector and learn how to use it to capture their students’ attention during lessons.

After the successful training, Savana Signatures has been making follow-up visits to the schools to ensure that the teachers use the ICT tools in their work. The response has been positive and there is high confidence that students’ performance will improve as a result of these interventions.