This was the central message of the 15th episode of EdTech Exchange yesterday, where educators, learners and EdTech enthusiasts gathered to explore one of the most important, yet often underestimated, skills in innovation: pitching.

Facilitated by Rogers Mukalele, Founder of Sharebility Uganda and an EdTech Innovation Mentor, the session equipped participants with practical strategies for preparing compelling pitch presentations ahead of the Edify EdTech Exhibition. While the discussion was geared towards exhibition participants, the lessons apply to any classroom where learners are encouraged to think creatively, solve problems and communicate their ideas with confidence.

Start with the problem, not the technology

One of the most common mistakes young innovators make is introducing the technology before explaining the problem.

Whether learners have designed a website, developed a mobile application, built a robotics prototype or produced a multimedia campaign, judges and indeed any audience first want to understand what challenge the project is trying to solve.

A strong pitch begins by helping the audience connect with a real issue affecting a school, community or society. Only then should learners explain how their solution responds to that challenge.

When learners understand the “why” behind their project, their presentation becomes more authentic and much easier for others to follow.

Tell a story, don’t read slides

Many presentations fail because learners try to fit everything they know onto a PowerPoint slide.

Instead, Rogers encouraged participants to think of their slides as visual guides rather than scripts.

An effective pitch should take the audience on a journey, from the problem to the solution, to how the project was developed, the technology used, and finally the impact it hopes to create. Images, diagrams and short demonstrations often communicate ideas more effectively than long paragraphs of text.

The goal isn’t to impress people with complicated slides. It’s to make complex ideas easy to understand.

Let the project speak for itself

Nothing builds confidence in a project like seeing it in action.

For this reason, learners were encouraged to prepare short demonstration videos that showcase their innovation from start to finish. Whether demonstrating a website, mobile app, robotics prototype or digital learning resource, a one- to two-minute video can help judges quickly understand what the project does and how it was created.

The session introduced learners to accessible editing tools including CapCut, Clipchamp, OpenShot, Shotcut, and DaVinci Resolve, proving that producing a professional demonstration doesn’t require expensive software.

For teachers mentoring innovation teams, encouraging learners to document their development process can make creating these videos much easier.

Build with the judging criteria in mind

Preparing for an innovation exhibition doesn’t begin a week before the event; it starts the moment learners begin designing their project.

During the webinar, Rogers unpacked the criteria that judges use to eediting

valuate projects, reminding participants that successful innovations combine creativity with purpose.

Projects are assessed on several areas, including the significance of the problem being addressed, the originality and functionality of the solution, technical quality, feasibility, effort invested, sustainability and the team’s ability to confidently communicate their ideas.

Understanding these expectations early helps learners make better design decisions throughout the project rather than trying to improve everything at the last minute.

Confidence comes from preparation

Even the most brilliant innovation can be overshadowed by poor delivery. One of the strongest messages from the session was simple: practice matters.

Learners were encouraged to rehearse their presentations repeatedly, test every aspect of their project before exhibition day, anticipate questions from judges and seek feedback from classmates and teachers.

Rather than memorising speeches word for word, they were advised to understand their projects deeply enough to explain them naturally and confidently.

Good eye contact, clear speech, effective body language and good time management can make the difference between a presentation that is merely informative and one that truly inspires.

Expect the unexpected

Technology doesn’t always cooperate.

A website may refuse to load. A projector might stop working. Internet connectivity can fail at the worst possible moment.

Instead of allowing these situations to derail a presentation, Rogers encouraged learners to prepare for them.

Carrying offline copies of presentations, storing videos on multiple devices, printing essential materials and shortening long web links are simple precautions that can save valuable presentation time and reduce unnecessary stress.

Being prepared isn’t just about avoiding problems; it’s about demonstrating professionalism.

Every pitch is an opportunity to learn

Winning an exhibition is exciting, but it isn’t the only measure of success.

Every presentation helps learners develop communication, critical thinking, teamwork and problem-solving skills that extend far beyond the classroom. Whether learners receive first prize or constructive feedback from judges, each experience contributes to their growth as innovators and confident communicators.

As Rogers reminded participants during the session, innovation is a journey. Every project refined, every question answered and every presentation delivered prepares learners for even greater opportunities in the future.

Preparing learners for more than competitions

The Edify EdTech Exhibition provides an exciting platform for showcasing student innovation, but the real value lies in the skills learners develop along the way.

When teachers help learners identify meaningful problems, think critically, collaborate effectively and communicate their ideas with confidence, they are preparing them for much more than a competition. They are nurturing young people who can lead, innovate and create solutions that make a positive difference in their communities.

The real test of these lessons is just around the corner. On 12 July 2026, the Edify EdTech Exhibition 2026 will bring together some of Uganda’s brightest young innovators at the Makerere University School of Public Health Auditorium in Wandegeya. After months of learning, mentoring, designing, building, and refining their ideas, learners from primary and secondary schools across the country will take to the exhibition floor to showcase technology-driven solutions that address real challenges in their schools and communities.

Whether you’re cheering from the audience or engaging with learners at the exhibition stands, prepare to be inspired by what Uganda’s young minds are capable of creating.

This article was produced by EduTech Teachers Network

Whether you teach in a well-equipped school or a low-resource classroom, technology can support every stage of the teaching process, from lesson preparation to classroom instruction and learner assessment.

During yesterday’s EdTech Exchange, educators unpacked practical, low-cost ways to integrate ICT before, during, and after teaching, demonstrating how even simple tools like smartphones can improve lesson preparation, learner engagement, and assessment. Watch the full session below, then explore the key insights from the discussion.

Before: Use ICT to plan smarter

Good lessons begin with good preparation. ICT tools can help teachers save time, access quality content and create engaging learning materials.

A smartphone, laptop, or shared school computer can be used to research content, develop lesson plans, create worksheets and design visual learning materials. Tools such as PowerPoint and Canva allow teachers to create presentations, posters, and diagrams that make complex concepts easier to understand.

Teachers can also access digital learning resources, educational videos and open educational content to enrich their lessons. Collaborating with fellow educators through WhatsApp groups and online communities can further support lesson preparation by enabling the sharing of schemes of work, lesson notes and teaching resources.

The goal is simple: use technology to prepare lessons that are organized, interactive and relevant to learners.

During: Make learning more interactive

Technology can help transform learners from passive listeners into active participants.

Presentation slides, videos, images and digital demonstrations can make lessons more engaging and easier to understand. Even a basic smartphone can be used to display educational content, record demonstrations, or capture learner work for classroom discussions.

One effective approach is the flipped classroom model, where learners access learning materials before class through digital platforms. This allows classroom time to focus on discussion, collaboration and problem-solving rather than content delivery alone.

Teachers can also encourage learner participation through quizzes, group discussions, peer teaching and interactive activities supported by digital tools.

The most important lesson is that ICT should enhance learning, not replace good teaching practices.

After: Support assessment and continuous learning

Teaching does not end when the lesson is over.

ICT can simplify assessment, feedback and learner follow-up. Digital tools can help teachers create quizzes, track learner progress and provide timely feedback. Messaging platforms such as WhatsApp can be used to share revision materials, answer learner questions and provide additional support outside the classroom.

Teachers can also record short audio or video explanations that learners can revisit when revising. This extends learning beyond classroom walls and gives students opportunities to learn at their own pace.

Emerging technologies such as artificial intelligence tools can further support teachers by helping generate assessment questions, learning scenarios and teaching ideas that can be adapted to local classroom contexts.

You don’t need expensive technology to get started

One of the biggest misconceptions about ICT integration is that it requires expensive equipment and advanced technology.

In reality, many effective digital teaching practices can begin with a smartphone, a shared computer, or freely available educational resources. What matters most is not the technology itself, but how teachers use it to improve learning experiences and outcomes.

By integrating ICT before, during and after teaching, educators can save time, improve learner engagement and create more inclusive and effective learning environments.

Technology is not a separate part of teaching, it is a tool that can strengthen every stage of the teaching and learning process.

This article was developed by EdTech Teachers Network. The feature image is AI generated

In a world grappling with climate change, unemployment, public health challenges, and rapid technological advancement, the ability to innovate has become just as important as the ability to acquire knowledge. Yet many learners still spend more time consuming technology than creating with it.

This raises an important question: Are we preparing learners to navigate the future, or to shape it?

This question formed the basis of Episode 13 of the EdTech Exchange Series, where educators explored how robotics and innovation can empower learners to transform ideas into practical solutions for real-world challenges.

Facilitated by Kevin Ssenabulya, the session challenged educators to rethink the role of technology in education. Rather than viewing technology merely as a tool for delivering content, participants examined how it can become a platform for creativity, experimentation, and problem-solving.

Robotics is more than robots

When people hear the word “robotics,” many imagine sophisticated machines, advanced laboratories, or expensive equipment. However, robotics in education is about much more than building robots.

At its core, robotics provides learners with opportunities to ask questions, investigate challenges, design solutions, test ideas, and learn from failure.

The session introduced participants to the basic components of robotic systems, including sensors, controllers, motors, and power sources. Educators explored how these elements work together to perform specific tasks and how they can be used to introduce learners to engineering and computational thinking concepts.

More importantly, the discussion highlighted how robotics creates opportunities for learners to become active participants in the learning process rather than passive recipients of information.

Every innovation starts with a problem

One of the key messages from the session was that innovation does not begin with technology. It begins with a problem.

Whether it is reducing water wastage at school, improving security, managing waste, or addressing challenges in the community, meaningful innovation starts when learners identify a need and begin exploring possible solutions.

Participants were introduced to the innovation process, which involves identifying challenges, generating ideas, creating prototypes, testing solutions, gathering feedback and making improvements.

This approach encourages learners to see challenges not as obstacles, but as opportunities for creativity and growth.

In many ways, innovation mirrors the learning process itself. Both require curiosity, experimentation, persistence, and a willingness to learn from mistakes.

Learning by building

A highlight of the session was a practical demonstration of a simple alarm system built using Arduino technology.

The demonstration provided educators with a glimpse into how learners can move beyond theory and engage in hands-on problem-solving. By connecting components, programming simple instructions, and testing outcomes, learners are able to see the direct relationship between ideas and action.

This hands-on approach also helps learners develop confidence. Instead of simply learning how technology works, they begin to understand that they can use technology to create solutions themselves.

Preparing learners for an uncertain future

The jobs many learners will hold in the future may not even exist today. As a result, education systems must place increasing emphasis on skills that can adapt to changing circumstances.

Robotics and innovation projects help learners develop many of these essential competencies, including critical thinking, creativity, collaboration, communication, and problem-solving.

These skills are valuable far beyond science and technology subjects. They help learners become adaptable thinkers who can analyse challenges, work with others and develop practical solutions in a variety of contexts.

As educators discussed during the session, the goal is not necessarily to turn every learner into an engineer or programmer. Rather, it is to nurture a mindset that encourages exploration, innovation and lifelong learning.

Creating spaces for innovation

For schools seeking to prepare learners for the future, innovation cannot be confined to occasional classroom activities.

Participants were encouraged to establish robotics and innovation clubs where learners can experiment with ideas, collaborate on projects and engage with real-world challenges. Such spaces provide opportunities for learners to apply knowledge in meaningful ways while developing confidence in their abilities.

These clubs can become hubs of creativity where learners learn not only how to use technology but also how to use it responsibly and purposefully to improve their communities.

From consumers to creators

Perhaps the most important takeaway from the session was the need to shift learners from being consumers of technology to becoming creators of solutions.

Today’s learners interact with technology every day. They use smartphones, social media platforms, websites and digital applications. However, the future belongs to those who can create, innovate, and solve problems using technology.

By integrating robotics and innovation into teaching and learning, educators can help learners develop the confidence and skills needed to move from asking, “How does this work?” to asking, “How can I make this better?”

And perhaps that is the most important lesson of all.

What lies ahead?

The future will not be shaped by those who simply know the answers. It will be shaped by those who can identify problems, imagine possibilities, and create solutions.

The conversation on robotics and innovation does not end with EdTech Exchange. Educators interested in exploring these concepts further will have an opportunity to continue the journey during the upcoming EduTech Workshop scheduled for 12th July 2026 at St. Kizito SS Katikamu Kisule in Luweero District.

The workshop will provide hands-on learning experiences in robotics, coding, app development, multimedia creation and other digital skills, equipping educators with practical tools to nurture creativity, innovation, and problem-solving among learners. As schools seek to prepare learners for an increasingly technology-driven world, such opportunities offer a valuable platform for turning ideas discussed during webinars into classroom practice.

Education has a vital role to play in helping learners become those people.

This article was produced by EduTech Teachers Network. Images used in the article are AI generated

This was the central message during Episode 11 of the EdTech Exchange Series, where educators gathered virtually to explore how multimedia projects can transform teaching and learning in the digital age.

The session, titled “Creating Creative Multimedia Projects,” was facilitated by George Emorut, Deputy Secretary General of EduTech Teachers Network, who guided participants through practical approaches to designing engaging multimedia learning experiences that foster creativity, collaboration and critical thinking among learners.

Why multimedia projects matter

Modern learners are growing up in a world shaped by videos, graphics, audio content, and interactive digital experiences. As such, educators have an opportunity to move beyond traditional teaching methods and embrace approaches that encourage learners to become active creators of knowledge.

George emphasised that multimedia projects provide a powerful avenue for developing essential 21st-century skills.

Rather than simply receiving information, learners are empowered to express ideas, tell stories, and demonstrate understanding through digital media.

Effective multimedia project design

A key focus of the session was the importance of thoughtful planning when developing multimedia projects.

Participants learned that successful projects begin with clear learning objectives and a strong understanding of the intended audience. George encouraged educators to prioritise simplicity, clarity, and purposeful design, noting that effective multimedia content does not necessarily require sophisticated equipment or advanced technical expertise.

Teachers were reminded that the goal is not merely to use technology for its own sake but to create meaningful learning experiences that support curriculum objectives and learner engagement.

Exploring digital storytelling

The session introduced participants to the basics of digital storytelling, a powerful instructional strategy that combines narrative techniques with multimedia elements such as images, audio, video, and text.

Digital storytelling enables learners to communicate ideas creatively while developing research, communication, and digital literacy skills. It can be applied across subjects, from documenting scientific investigations and historical events to creating language projects and community stories.

By integrating storytelling into classroom activities, educators can make learning more relatable, engaging, and learner-centred.

Hands-On learning with Canva

One of the practical highlights of the session was a step-by-step demonstration of Canva, a popular online design platform.

Participants learned how to:

• Access and navigate Canva
• Select design templates
• Create posters and infographics
• Edit text and visual elements
• Add images and graphics
• Download and share completed designs

George demonstrated how educators can use Canva to create visually appealing teaching materials, classroom posters, learner projects, and communication resources.

The session highlighted how well-designed visuals can improve communication and help learners present information in creative and meaningful ways.

Creating and editing videos with CapCut

Recognising the growing importance of video content in education, participants were also introduced to CapCut, a user-friendly video editing application.

The demonstration covered several foundational video editing skills, including:

• Importing media files
• Trimming and arranging video clips
• Adding transitions
• Inserting text overlays
• Enhancing videos for instructional purposes

Educators discussed how video projects can support classroom instruction, learner presentations, project-based learning, and content creation.

By equipping learners with video production skills, teachers can help them develop both digital competence and creative confidence.

Screen recording with OBS Studio

The session further explored the use of OBS Studio for screen recording and content creation.

Participants learned how screen recording can support:

• Creating instructional videos
• Recording demonstrations
• Developing online learning resources
• Delivering remote learning content

This practical introduction provided educators with additional options for producing digital learning materials and supporting blended learning environments.

Promoting creativity and 21st-Century skills

Throughout the session, George repeatedly emphasised that multimedia projects should not be viewed simply as technology activities. Rather, they are opportunities to nurture skills that learners need to thrive in today’s world.

When learners collaborate on multimedia projects, they practice teamwork, communication, creativity, critical thinking, and problem-solving. These experiences prepare them not only for academic success but also for future careers and lifelong learning.

The discussion encouraged educators to create learning environments where learners are empowered to experiment, innovate, and express themselves through digital tools.

You can watch the full episode below;

Looking Ahead

As the EdTech Exchange Series continues, this episode served as a timely reminder that meaningful technology integration is not about having the most advanced tools. It is about empowering educators and learners to create, communicate, and collaborate in new and exciting ways.

By embracing multimedia project design, educators can unlock opportunities for deeper learning, greater learner engagement, and the development of skills that will remain valuable far beyond the classroom.

For teachers seeking to make learning more interactive, creative, and learner-centered, multimedia projects offer a practical and accessible starting point for innovation.

This Article was produced by EduTech Teachers Network

That vision came alive during the two recent #EdTechExchange sessions, where educators joined a growing community of digital learning practitioners to explore practical ways technology can transform teaching and learning. The sessions focused on learner-centred digital activities, hands-on innovation, and introducing teachers to mobile app development using MIT App Inventor.

Facilitated by Kevin Ssenabulya, the practical sessions walked participants through the process of designing and programming a Quiz App, an engaging educational tool that can be adapted for classroom assessments, revision exercises, and interactive learning. Using MIT App Inventor’s drag-and-drop programming environment, teachers learned how even beginners can create fully functional educational mobile applications without advanced coding knowledge.

The training emphasised that digital literacy today extends beyond basic computer use. Educators were encouraged to embrace computational thinking, creativity, and problem-solving as essential skills for modern classrooms. Through practical demonstrations, participants explored how apps can be customised to suit different subjects and learning environments, helping learners become active participants rather than passive recipients of information.

One of the key highlights of the sessions was the accessibility of the platform itself. MIT App Inventor was developed to simplify mobile application development through a visual block-based programming system, enabling users with little or no programming background to design meaningful applications.

The sessions also reinforced the growing role of project-based learning in education. By guiding teachers through the development of a functional Quiz App, participants gained firsthand experience in integrating collaboration, creativity, logic, and digital innovation into classroom activities. The approach demonstrated how educational technology can move beyond theory into practical, learner-centred experiences.

As schools continue adapting to the demands of the digital age, initiatives like #EdTechExchange are helping educators build confidence in emerging technologies while fostering communities of innovation and peer learning. The trainings are not only equipping teachers with technical skills, but also inspiring them to rethink how technology can make learning more engaging, interactive, and relevant for learners.

In an era where mobile technology shapes everyday life, empowering teachers and learners to become creators of technology, rather than just consumers, may prove to be one of the most important steps toward preparing students for the future.

You can watch the Introductory session here, then watch the intermediate session below;

This article was produced by EduTech Teachers Network

That was one of the key reflections during this week’s EdTech Exchange Online Session, where educators explored how website development and STEAM projects can help transform learning from theory-based instruction into real-world innovation.

Facilitated by Rogers Mukalele, the session introduced teachers to practical ways of integrating digital tools and project-based learning into classroom activities and STEAM club programs. Participants learned how schools can use platforms like WordPress to create websites that showcase student innovations, research projects, school activities, and community solutions.

A major highlight of the discussion was demonstrating how accessible technology has become for schools and educators. Teachers were guided through the process of setting up free educational websites and using digital platforms to promote creativity, collaboration, communication, and problem-solving among learners.

The session also challenged educators to think beyond traditional computer lessons. Teachers from the sciences, humanities, mathematics, and arts were encouraged to integrate technology into their teaching in ways that make learning more engaging, practical, and learner-centred.

Beyond building websites, the discussion explored what makes student projects stand out during innovation competitions and exhibitions. Key areas included;

• Creativity and originality
• Problem-solving and community impact
• Technical execution
• Usability and sustainability of projects

As schools continue to adapt to the digital age, sessions like the EdTech Exchange are creating spaces for educators to rethink how technology can be used not just for teaching but also for nurturing innovation and preparing learners for real-world challenges.

Watch the full session here:

This article was produced by EduTech Teachers Network

“Digital technologies are currently transforming education and everyday life, but they also it introduces risks and inequalities. So we need to address them. If we don’t address the risks, then we shall be doing more harm than good,” she asserted.

Children face real online risks, including exposure to inappropriate content, data misuse, grooming through platforms like WhatsApp, and cyberbullying. At the same time, many learners, especially those with disabilities, in refugee settings, or in under-resourced communities, still struggle to access digital tools fairly.

The good news is that these challenges can be managed effectively through consistent policies, practical actions, and collaboration.

Practical guidelines you can implement immediately

1. Secure device access and usage

• Set strong passwords on all school and home devices used by learners.
• Establish clear screen-time rules and supervise younger children.
• Install updated antivirus software and enable firewalls.
• Use content filters to block inappropriate websites on school networks.

2. Teach responsible digital citizenship

• Train learners to verify information before sharing it.
• Show them how to create and manage strong passwords.
• Teach them to recognise suspicious messages and requests.
• Introduce child-friendly search tools and safe browsing habits.

3. Prevent and address cyberbullying

• Educate learners on what cyberbullying looks like and its impact.
• Create simple, well-known reporting channels in your school.
• Respond promptly to incidents and support affected learners.
• Involve parents early and apply consistent consequences.

4. Build trust with learners

Apofia went ahead to add that when learners trust their teachers, they are far more likely to report uncomfortable online experiences.

5. Promote inclusion for every learner

• Choose accessible digital tools and platforms.
• Provide alternative options for learners with disabilities.
• Support students in low-connectivity areas with offline resources.
• Ensure digital materials consider different learning needs and backgrounds.

A shared responsibility

Digital safety works best when teachers, parents, school leaders, and the wider community work together. Regular parent engagement sessions and clear school ICT policies are essential.

As a community, we should strive for balance by encouraging the use of technology for learning while maintaining firm safety boundaries. Digital safety is not a one-time activity; it is an ongoing process that should be part of your school culture.

Take Action Today

By applying these practical steps, we can harness the power of technology while keeping our learners safe, confident, and included. Moving forward;

• Review or create your school’s Digital Safety Policy this term.
• Conduct a short digital safety lesson with your learners this week.
• Join the next EdTech Exchange every Wednesday at 5:30 PM.

Watch the full session below;

Are you an educator interested in being part of our growing community? Visit EduTech Teachers Network to explore Associate, Delegate, or Institutional membership options, as well as explore our Edify EdTech Clubs Course for more hands-on support and resources. 

In the recent EdTech Exchange Webinar, Ogwal Isaac, Head of ICT Department at Ndejje Senior Secondary School, shared clear, practical insights on turning ICT clubs into powerful spaces for learner growth, innovation, and digital competence.

This article distils the key takeaways as a step-by-step guide to help you strengthen or establish an effective ICT club in your school. 

The importance of ICT clubs. 

Well-structured ICT clubs go far beyond random computer use or basic typing practice. They become engines for developing practical skills, fostering innovation, and building a vibrant digital culture in the school. As Ogwal Isaac emphasised.

When done right, these clubs shift learners from being passive consumers of technology to active creators and problem-solvers. 

One of the strongest reasons to invest in purposeful ICT clubs is their natural alignment with Uganda’s Competence-Based Curriculum (CBC). In the classroom, learners often focus on theory and basic digital literacy. 

In a well-run ICT club, they apply and extend those concepts through real projects such as developing simple applications, creating digital content, automating simple processes, or solving community problems using technology. 

This hands-on approach strengthens key competences, including critical thinking, problem-solving, collaboration, creativity, and digital citizenship.

What effective ICT clubs look like

Success does not depend primarily on the number of computers available. It depends on clarity of purpose and intentional structure. Key elements include:

• Clear goals known to everyone
• Learner leadership and ownership with defined roles
• Project-based activities instead of unstructured sessions
• Inclusivity, especially for girls and beginners
• Proper documentation, portfolios, and public recognition

Ogwal shared practical ways he motivates and grows participation at Ndejje SSS. One powerful strategy is the Wall of Fame in his office. He explained that learners who actively participate have their photos displayed on what the students themselves named the “Wall of Fame.” This simple idea creates strong motivation because every learner wants to see themselves on that wall. He added an important condition, “You will only appear on my Wall of Fame only and only if you are an active member.”

Another effective recognition method he uses is inviting the Principal to personally shake hands and congratulate students during certificate presentations. This small but powerful gesture gives learners a strong sense of achievement and makes them feel valued by the entire school leadership.

These low-cost, high-impact ideas show how personal encouragement and visible recognition can dramatically increase learner ownership and sustained participation. 

Practical steps to structure your ICT club

• Develop a simple club constitution with clear roles and an activity calendar.
• Hold regular meetings with planned agendas and reflection time.
• Start small with achievable projects and scale gradually.
• Link club activities to classroom learning where teachers act as mentors, not controllers.
• Involve school leadership by inviting them to exhibitions and recognition events.

Reflection questions for your school:

• Is our ICT club truly learner-led?
• Are we producing tangible projects and visible skills growth?
• How are we recognising and celebrating active members?

Final Thoughts

When ICT clubs are purposefully structured, they transform learners into confident digital creators and responsible citizens instead of mere users of technology. A strong ICT club becomes one of the most powerful tools for deepening competence-based learning and fostering innovation.

Watch the full webinar recording to hear more practical examples and insights directly from Ogwal Isaac, including his personal strategies for motivation and recognition

Ready to strengthen your school’s ICT club? Join the EduTech Teachers Network and explore our Edify EdTech Clubs Course for more hands-on support and resources. Share your own experiences or questions in the comments below. Let’s learn from each other and build stronger ICT clubs across our schools.

Hosted by Mr. Simon Peter Kanyike Kiviiri at St. Edward’s S.S Bukuumi, the one-day learning event brought together students, educators, and aspiring digital creators for hands-on experience focused on website building, online publishing, open-source collaboration, digital storytelling, and technology-driven career opportunities.

As Sharebility Uganda and Edutech Teachers Network team, we supported students to explore technology, learn new skills and collaborate on exciting tech-based projects. Filling the room with excitement and enthusiasm, students were curious, eager to participate, and ready to try new things. For many, it was a rare chance to engage with practical technology tools and skills in ways that connected directly to their future.

These are skills that can open doors far beyond the classroom. They can help students continue learning, start projects, build careers, or simply become more confident using technology.

For some learners, it may have been the first time realising that websites are not only built by big companies or city dwellers, but that they can create them too using WordPress, a free content management system that features drag and drop functionality, which does not require previous software programming skills.

Ideas worth building

Across Uganda, many talented young people have ideas, creativity, and ambition, but often limited access to practical tools and mentorship that can turn those ideas into action. 

Events like the WordPress Campus Connect help close that gap. They give learners exposure, confidence, technical skills, and the belief that they too can create websites, launch projects, solve community problems, and pursue digital careers.

This was evident when students shared results from brainstorming sessions on innovation projects they would like to develop – a highlight of the day. 

They spoke about ideas that could help their schools, improve learning, solve local problems, and use technology in practical ways. Some ideas were simple, others ambitious, but all of them reflected something important: students are full of ideas when given the chance to think freely.

Moments like these matter because they shift students from passive learning to active problem-solving. 

A vision we believe in

The event strongly aligns with the work we do through the EduTech Teachers Network STEAM  Program (Science, Technology, Engineering, Arts, and Mathematics), through which we support schools in establishing student-run tech clubs to encourage hands-on learning in coding, robotics, digital storytelling, and more.

One of the most valuable parts of this approach is peer-to-peer learning. Students learn from each other, teachers exchange ideas, and professionals share real-world experience. This kind of environment builds confidence faster than theory alone.

Many students in Uganda and across Africa have talent, creativity, and the desire to do something meaningful. What is often missing is exposure, guidance, and access to the right opportunities.

These platforms show students that technology is not distant or complicated. It is something they can learn, use, and shape for themselves.

A student who learns to build a website today can launch a business tomorrow.

A learner who shares an idea today can become an innovator later.

A teacher who supports a club today can inspire hundreds of students over time.

Reflections

The WordPress Campus Connect Kakumiro was more than a school event. It was a reminder that young people are ready to learn, create, build, and lead when given the opportunity.

With more programs like this, more mentorship, and continued support for school innovation clubs, communities can produce the next generation of creators and problem-solvers.

The potential is already there. It only needs a chance to grow.

Call to Action

The future of Campus Connect, as stated by WordPress Central, remains clear with its focus on fostering community, accelerating tech skills, and enabling digital transformation in education. The Edutech Teachers Network (ETN) remains committed to enabling young learners to build these foundational technology skills. We invite you to be part of our community by becoming a member.

This article was produced by Edutech Teachers’ NetWork. Contributions were made by Andrew Kedi and Rogers Mukalele

Next Event: Edutech Teachers Network (ETN) specialised workshop for nursery, kindergarten, and Early Childhood Development (ECD) educators, school leaders, and administrators, at Eden Cradle Care Pre-school, Wairaka, on Saturday, 30th May 2026.

Organised by EduTech Teachers Network, the workshop brought together passionate educators eager to explore how practical technology tools can strengthen classroom instruction, improve school management, and prepare learners for a fast-changing world.

More than a professional development event, the workshop was a hands-on experience that showed educators one important truth: impactful technology in education does not begin with expensive equipment; it begins with creativity, confidence, and the tools already in teachers’ hands.

A practical approach to modern teaching

From the first session to the final discussion, the focus remained clear: practical solutions teachers could begin using immediately.

Participants worked with smartphones, laptops, online platforms, and classroom-friendly digital tools that are affordable, accessible, and highly relevant to everyday teaching environments.

The atmosphere was energetic and collaborative. Teachers asked questions, tested new tools, created content, and shared ideas with colleagues facing similar classroom realities.

Turning teachers into content creators

One of the most engaging sessions was led by Andrew Kedi, who introduced participants to classroom content creation.

Teachers learned how to use ordinary smartphones and available devices to record educational videos for learners. Instead of waiting for sophisticated studio equipment, educators were encouraged to start where they are with the technology already within reach.

During the practical training, participants recorded their own sample classroom videos, learned basic video editing using CapCut, created educational clips suitable for classroom use, opened YouTube channels to share learning materials and practised sending video links through WhatsApp and email. They also explored Canva to create presentation slides, flyers and posters, edited images and Video content.

The session inspired many teachers to see themselves not just as educators, but as digital creators capable of producing learning materials tailored to their students’ needs.

Julius Nsiiro guided educators through the use of Kolibri Studio, a platform that allows schools to organise and distribute learning resources. They learned how to create accounts, upload materials, and build digital resource libraries that can support both teachers and learners.

For schools with limited internet connectivity, this session was especially valuable. It demonstrated how structured offline and low-bandwidth learning resources can expand access to quality education content.

Nora Betsy led a powerful session on integrating technology into schemes of work and lesson planning. 

Rather than treating technology as an optional extra, teachers learned how to intentionally include ICT tools in daily instruction. Participants explored how devices such as computers, smartphones, projectors, audio systems and educational videos can be woven into teaching plans to improve engagement and understanding.

Examples included assigning learners videos before class, using music to reinforce lessons, and applying visual learning strategies that help students retain concepts more effectively.

The session reinforced a crucial message: technology is most effective when built into pedagogy from the start.

One of the most forward-looking sessions was facilitated by Peace Naghodo, who introduced teachers to artificial intelligence and digital collaboration tools.

Participants explored how OpenAI ChatGPT can help educators generate lesson ideas, classroom activities, worksheets, explanations for difficult topics, and more detailed teaching content.

Teachers also practised using collaborative tools such as Google Docs, Google Sheets and Google Drive. They created shared files and edited them together in real time, demonstrating how collaboration can continue beyond the physical classroom.

Many educators also installed ChatGPT on their phones, eager to continue experimenting after the workshop.

Peace also introduced participants to digital school management tools, including automated report card systems developed by Sharebility Uganda. Here, they explored an offline, Excel-based reporting solution designed to make grading, report generation, and student records management easier and faster.

For many schools balancing large workloads with limited administrative capacity, the tools presented offered a practical pathway toward efficiency.

While the workshop delivered technical knowledge, it also built something equally important – confidence.

Many participants arrived curious but uncertain about education technology. They left with practical skills, fresh motivation, and the realisation that digital transformation is possible in any school setting.

Technology was no longer seen as complicated or distant. It became something usable, relevant, and immediately valuable.

Why this matters for Uganda’s education future

Across Uganda and the wider region, schools are navigating changing learner needs, evolving curriculum demands, and increasing expectations around digital readiness.

Workshops like the Kabale session ensure that teachers are not left behind in that transition. Instead, they are placed at the centre of innovation.

When teachers are empowered, students benefit. When schools adopt practical systems, learning improves. When educators collaborate, entire communities grow stronger.

This workshop was more than a one-day training. It was a glimpse into the future of education, one where teachers confidently create their own content, collaborate online, use AI responsibly, and manage classrooms more efficiently.

Inspired by what happened in Kabale? The journey continues in Jinja on 30th May.

Join our upcoming EduTech Teachers Workshop to gain practical skills in AI tools, digital content creation, ICT-integrated lesson planning, collaboration platforms, and smarter classroom innovation so you can thrive in the digital age. Register today and be part of the movement transforming education through technology.

This article was produced by Edutech Teachers’ NetWork. Contributions were made by Andrew Kedi