The EduTech Teachers Network (ETN) successfully held a one-day EdTech Capacity-Building Workshop for Tertiary Educators on Friday, 9 October 2026, at the MUBS ICT Centre in Bugolobi, Kampala. The event attracted a strong turnout of educators eager to strengthen their digital skills and explore practical ways to improve teaching, learning, and academic research through technology.

The workshop brought together lecturers, tutors, instructors, and other education practitioners for practical learning, knowledge sharing, and professional development. Participants explored how digital technologies can support blended learning, online course delivery, multimedia content creation, and the responsible use of artificial intelligence in education.

Organised under ETN’s commitment to transforming education through technology, the workshop focused on equipping educators with skills they can apply in their institutions to make learning more engaging, accessible, and effective.

Opening Session: Understanding Blended Learning and E-Learning Systems

The workshop opened with a session led by Mr. Rogers Mukalele, National Chairperson of EduTech Teachers Network, who introduced participants to blended learning and e-learning systems.

The session explored how educators can combine face-to-face instruction with online learning to create flexible and engaging learning experiences. Participants were introduced to the role of digital learning platforms in organising course materials, managing assignments, supporting communication, and facilitating learner engagement beyond the physical classroom.

The session emphasised that successful technology integration goes beyond acquiring digital tools. Educators need to understand how to select and use these tools to support learning objectives, improve interaction, and respond to learners’ needs.

This provided a foundation for the practical sessions that followed, connecting digital teaching approaches with tools educators can use in their daily work.

Creating Instructional Videos with OBS Studio

One of the practical sessions was facilitated by Mr. George Emorut, who trained participants in video creation and recording using OBS Studio.

The session focused on screen recording and presentation capture, showing educators how to record their computer screens and presentations to create instructional videos.

Participants explored how such recordings can support online and blended learning by enabling educators to prepare reusable learning materials, explain difficult concepts, and provide resources that learners can revisit outside classroom hours.

The skills gained can help lecturers and tutors develop multimedia lecture resources for learning management systems and other digital platforms. They also provide a foundation for creating more engaging digital lessons without necessarily requiring expensive video production equipment.

Exploring Artificial Intelligence Tools for Teaching and Research

Mr. Ismail Kato led a session on artificial intelligence, introducing participants to different AI tools and explaining their uses in education.

The session moved beyond discussing AI in general to practical exploration of how educators can interact with these tools through effective prompting. Participants were guided through the process of giving AI systems clear instructions to obtain useful and relevant outputs.

Google NotebookLM was used as a practical example, helping participants explore how AI-powered tools can support work with learning materials and information.

The session highlighted opportunities for educators to use AI in preparing teaching resources, organising information, supporting research, and developing learning activities. It also reinforced the importance of using AI thoughtfully and responsibly, with educators retaining professional judgement over the content and materials they produce.

By engaging with the tools directly, participants gained practical exposure to AI applications that they can continue exploring and applying in their teaching and academic work.

Building Professional Online Portfolios Through Website Development

The final training session was led by Tr. Wogisha Denis Kruger, who introduced participants to website development, with a practical focus on creating personal portfolio websites for educators and other professionals.

He began with a brief introduction to websites and their relevance to educators, highlighting how a personal website can provide a professional online presence where teachers and lecturers can showcase their qualifications, teaching resources, publications, projects, achievements, and other professional work.

To make the session practical, each participant was provided with hosting space and a domain for training purposes, courtesy of Sharebility Web Services (webservices.sharebility.net). This gave participants an opportunity to practise website development using their own individual access details rather than simply observing a demonstration.

Tr. Kruger then guided participants through the process of accessing WordPress using the provided login credentials. The practical session introduced participants to the WordPress dashboard, reading settings, page settings, creating website pages, and installing a theme to customize the appearance of a website.

Using a personal portfolio website as the example, he challenged educators and other professionals to consider developing their own websites as a way of building their digital identity and presenting their work to a wider audience.

Although the available workshop time was not sufficient to complete every stage of website development, participants had the opportunity to begin working on their individual websites and familiarise themselves with the WordPress environment.

Recognizing the need for more time to complete the practical work, Tr. Kruger committed to continuing the training through one of ETN’s weekly virtual Zoom sessions. The date and further details of the follow-up session will be communicated to participants.

The session broadened the workshop’s focus beyond using existing digital tools to creating and managing digital platforms. For educators, these skills can support professional visibility, resource sharing, academic networking, and the development of a lasting online portfolio of their work.

Building Practical Skills for Digital Teaching

Across the workshop, the emphasis was on practical learning rather than theory alone. Participants had opportunities to engage with digital tools, follow demonstrations, and explore how the technologies could be applied in their own teaching environments.

The sessions addressed important areas of digital teaching practice, including:

• Blended learning: Combining classroom instruction with online learning experiences.
• E-learning systems: Using digital platforms to organise courses, assignments, and learner engagement.
• Instructional video production: Recording computer screens and presentations using OBS Studio.
• Artificial intelligence: Exploring AI tools, their applications, and effective prompting techniques.
• Digital learning resources: Creating materials that can support flexible learning and improve access to educational content.

Together, these areas provided participants with a broader understanding of how technology can support teaching, assessment, academic research, and professional development.

Strengthening the Capacity of Tertiary Educators

The workshop addressed a growing need for tertiary educators to develop practical digital competencies as universities, colleges, and other training institutions continue exploring blended and online learning approaches.

Educators who can confidently use digital tools are better positioned to create accessible learning resources, facilitate online engagement, and support learners beyond scheduled classroom sessions.

The practical focus of the workshop was particularly important because it allowed participants to see how tools such as OBS Studio and Google NotebookLM can be incorporated into everyday academic work.

The knowledge gained can also support collaboration among educators as they share resources, exchange experiences, and continue learning from one another.

For institutions, stronger digital teaching capacity can contribute to more flexible course delivery, improved access to learning materials, and the development of teaching approaches that respond to the changing needs of learners.

ETN’s Commitment to Continuous Professional Development

The successful workshop reflects EduTech Teachers Network’s continued commitment to equipping educators with the knowledge, skills, and support needed to integrate technology into teaching and learning.

Through professional development workshops and collaborative learning opportunities, ETN seeks to help educators move beyond basic technology use towards purposeful integration that improves educational practice.

The participation and engagement demonstrated during the workshop reinforced the value of creating spaces where educators can learn practical skills, exchange ideas, and discover tools that address real teaching challenges.

ETN will continue promoting professional learning opportunities that enable educators to explore emerging technologies and strengthen their digital teaching competencies.

Looking Ahead

As education continues to evolve, educators need opportunities to develop the skills required to use digital technologies effectively and responsibly. The MUBS ICT Centre workshop provided a practical step in that direction, bringing educators together to explore blended learning, e-learning systems, instructional video creation, and artificial intelligence.

The knowledge and skills gained during the event can help participants improve their teaching resources, expand learning opportunities, and contribute to more engaging educational experiences in their institutions.

EduTech Teachers Network appreciates the facilitators and participants whose contributions made the workshop possible. ETN also encourages educators to remain active in professional learning communities and take advantage of future opportunities to strengthen their digital skills.

Together, we can continue transforming education through technology—one click at a time.

About EduTech Teachers Network

EduTech Teachers Network (ETN) is a professional community committed to promoting the effective, inclusive, and sustainable use of education technology in teaching, learning, research, and school administration. Through training, workshops, and collaborative learning opportunities, ETN supports educators in developing the skills and confidence needed to integrate technology into educational practice.

Learn more: Visit the EduTech Teachers Network website at edutechteachers.org.

Contact: info@edutechteachers.net | +256 393 101 998

#EduTechTeachersNetwork #DigitalPedagogy #AIinEducation #BlendedLearning #E-Learning #1ClickAtaTime

What does it take for a teacher to become a digital educator?

For Mr. Nyirimbibi Isaac, the journey began not with sophisticated equipment or a large production team, but with a classroom problem, a smartphone, and a desire to make Chemistry learning more accessible.

In Episode 27 of the EduTech Teachers Network (ETN) EdTech Exchange, Isaac shared his journey as a digital Chemistry teacher and the story behind his YouTube channel, Nyirimbibi Isaac- ChemistryConnect.

The session offered practical lessons for educators interested in creating digital learning content and demonstrated that teachers do not need to have everything in place before beginning their digital journey.

Starting With a Problem to Solve

Isaac explained that his journey into digital content creation was driven by a challenge he observed among his learners: the need for accessible explanations of difficult Chemistry concepts.

Rather than waiting for perfect conditions or sophisticated technology, he started with what was available to him.

His early approach was simple: identify a learning challenge, create content to address it, share it with learners, and learn from the feedback.

This experience shaped an important principle that Isaac shared during the session:

Start with what you have and focus on what you can do with it.

For educators considering digital content creation, the message was clear: becoming a digital teacher does not require being an ICT expert or owning expensive equipment.

From a Smartphone to a Digital Classroom

Isaac’s early content was created using basic equipment, including a smartphone. Over time, he developed his skills and improved the quality and structure of his educational content.

His journey demonstrates how digital teaching can develop gradually through practice.

Today, his YouTube channel has grown to more than 10,000 subscribers, extending the reach of his Chemistry teaching beyond his own classroom.

Through YouTube, WhatsApp communities, and other digital platforms, his lessons can reach learners and teachers beyond his school.

The Digital Content Creation Process

During the session, Isaac shared the workflow he follows when creating educational content.

His process includes:

1. Identifying a learning problem – understanding what learners are struggling with.
2. Planning the content – deciding what needs to be explained and how best to present it.
3. Recording – creating the lesson using available equipment.
4. Editing – improving the presentation and making the content easier to follow.
5. Publishing – sharing the finished content through digital platforms.
6. Learning from feedback – using audience responses and performance information to improve future content.

This process shows that digital teaching is not simply about recording videos. It involves understanding learners’ needs and continuously improving the learning experience.

Tools That Support the Journey

Isaac also shared some of the tools he uses in his content creation workflow.

These include:

• Smartphone cameras for recording.
• Screen recording tools for demonstrating digital content.
• Microsoft PowerPoint for preparing and presenting learning materials.
• CapCut for video editing.
• YouTube Studio for publishing and monitoring content.
• WhatsApp communities for sharing resources and engaging with learners.

The tools may be familiar to many educators, but Isaac’s experience demonstrated how they can be combined to create a complete digital teaching workflow.

Start Small, Stay Consistent

One of the strongest messages from the session was the importance of starting small and remaining consistent.

Isaac encouraged educators who want to become digital content creators to begin with subjects or areas they already understand well.

Rather than trying to create perfect content from the beginning, teachers can start by producing a few useful pieces of content, learning from the experience, and gradually improving.

He encouraged educators to focus first on serving learners rather than chasing views or perfection.

This learner-centred approach has been central to his own journey.

A 90-Day Starting Point for Educators

Isaac encouraged aspiring digital educators to give themselves a practical starting period of around 90 days.

Rather than waiting until everything is perfect, educators can use the first few months to experiment, create, publish, receive feedback, and develop confidence.

A useful starting target discussed during the session was to create three to five useful pieces of content within the first 30 days, focusing on a subject or problem the educator knows well.

The objective is not immediate popularity. It is to build the habit and experience of creating useful digital learning resources.

Technology as a Tool for Extending Teachers’ Impact

Isaac’s story demonstrates how technology can extend the reach of a teacher’s work beyond the physical classroom.

A lesson created to support students in one school can potentially reach learners and educators across different communities through online platforms.

For ETN, this represents an important part of digital transformation in education: empowering teachers to become not only users of technology but also creators and sharers of educational knowledge.

Encouraging More Educators to Share

The ETN team praised Isaac for sharing his experience and encouraged other educators to consider sharing their own knowledge through digital platforms.

The EdTech Exchange provides a space for educators to learn from one another, share practical experiences, and demonstrate what is possible when technology is applied to real educational challenges.

Isaac’s journey is a reminder that digital transformation does not always begin with a major investment. Sometimes, it begins with a teacher asking:

What can I do with what I already have?

Upcoming ETN Practical Workshop

The session also highlighted an upcoming practical ETN workshop at the MUBS ICT Centre, focusing on areas including:

• Video creation
• Digital content management
• Learning Management Systems (LMS)
• Artificial Intelligence tools

Participants were encouraged to register and take advantage of the practical learning opportunity. ETN also indicated that a discount coupon would be available for attendees who may have difficulty meeting the full workshop fee.

Continuing the Digital Learning Journey

Episode 27 reinforced ETN’s goal of creating a community where educators can learn from each other and turn technology skills into practical action.

Isaac’s journey from using a smartphone to creating a digital Chemistry learning community with more than 10,000 subscribers demonstrates what can happen when educators start small, remain consistent, and focus on solving real learning problems.

The message to other educators is simple:

You do not have to wait until you have everything. Start with what you have, serve your learners, keep learning, and improve along the way.

Watch the Full Session

About EduTech Teachers Network

EduTech Teachers Network (ETN) is a professional community supporting educators to effectively use technology in teaching, learning, and school administration. Through EdTech Exchange sessions, workshops, professional learning communities, and resource sharing, ETN creates opportunities for educators to learn, collaborate, and inspire one another.

Transforming Education, One Click at a Time.

Regional SIMS training workshops equip educators with practical skills to support school onboarding and the adoption of digital management solutions.

The EduTech Teachers Network (ETN), in partnership with SurePay Limited, has completed Phase Two of the SurePay School Information Management System (SIMS) Champions Training Workshops, extending efforts to promote digital school management across Uganda.

Conducted from 19 to 26 September 2026, the workshops took place in Jinja, Kammengo-Ggoli in central Uganda, Arua and Fort Portal. The initiative followed earlier SIMS training activities reported in Introducing the Free SurePay School Management System.

While the earlier activities introduced educators to the platform, Phase Two focused on practical system navigation, school onboarding procedures and preparing interested educators to support SIMS adoption in their communities.

Four regional workshops, one shared goal

The workshops were held at the following venues:

• 19 September: Civil Service College, Jinja City, with free entry to WordCamp Jinja.
• 22 September: St. Bruno Secondary School, Kammengo-Ggoli, along Masaka Road.
• 24 September: Muni University Business Incubation Centre, Arua City.
• 26 September: Kyebambe Girls’ Secondary School, Fort Portal City.

Each session was scheduled from 12:00 p.m. to 5:00 p.m. Participants were encouraged to bring laptops to support hands-on practice.

ETN coordinated venue arrangements, participant mobilisation, registration and workshop logistics. Invitations were circulated through professional networks and social media, supported by SMS messages, telephone calls and reminders.

The regional approach brought the training closer to educators in different parts of the country, creating opportunities for practical learning and professional collaboration.

From presentations to hands-on learning

The technical sessions were facilitated by Mr. Moses Meregulwa, who introduced participants to Surepay SIMS and demonstrated its key functions.

Following the presentation and question-and-answer session, participants were guided through practical exercises using the SIMS portal. They explored school settings, student admission, fee structures, billing and other system functions using their laptops and smartphones.

SurePay describes SIMS as a digital platform designed to bring important school management processes together. Its documented functions include:

• Student records, attendance and academic reporting.
• School fees management and digital payment collection.
• Financial reporting and accountability.
• Inventory, assets and supplier management.
• Communication and notifications for school stakeholders.

These functions can help schools organise records, monitor operations and reduce dependence on fragmented paper-based processes. The actual benefits depend on proper implementation, accurate data and consistent use by authorised staff.

Educators were encouraged to continue practising after the workshops, recognising that mastering a school management system requires ongoing learning and support.

Learn more through the official SurePay SIMS product page.

Developing a network of SIMS Champions

A key component of Phase Two was preparing interested educators to support schools in adopting and using the system.

Participants were introduced to the SurePay Champions WhatsApp group, providing a channel for continued communication, guidance and experience sharing. The SurePay team also explained the proposed Champion appointment process and distributed agreement forms to interested participants.

Those pursuing the opportunity were guided through the forms and informed about the subsequent steps, including the provision of individual agent codes by SurePay.

The training also introduced participants to the SurePay Agent Portal, which supports relevant agent activities, including monitoring school onboarding and viewing transaction information.

Participants learnt about school verification requirements and the documentation needed for onboarding, including applicable school registration documents and identification of responsible school officials.

These procedures reinforce the importance of accurate records and proper verification when introducing digital financial and administrative services to schools.

Interested participants can access the SurePay Agent Portal. Access credentials and agent codes should be obtained directly from SurePay through its authorised channels.

Attending a workshop does not automatically constitute formal appointment as a SurePay Champion or agent; interested educators should follow the provider’s appointment process.

What schools need to know about SIMS

SurePay’s School Partnership Agreement states that the standard SIMS service is provided to schools at no direct subscription cost, with no termly or annual subscription fee. However, parents and guardians may incur mobile money transaction charges according to the applicable MTN or Airtel tariffs. Additional features or customisation outside the standard package may also attract negotiated costs.

The agreement outlines responsibilities for both parties. SurePay provides system access, onboarding support, staff training and technical assistance, while schools are expected to supply the necessary information, assign staff to manage the system and encourage appropriate use by staff and parents.

Schools considering SIMS should review the applicable agreement and confirm the current service arrangements, transaction charges, support provisions and data-protection responsibilities before onboarding.

Continuing the digital transformation journey

The Phase Two workshops highlight the importance of combining technology with educator capacity building. Introducing a digital platform is only the beginning; schools also need trained personnel who can guide implementation, support colleagues and help users address practical challenges.

Through its collaboration with SurePay, ETN continues to connect educators with opportunities to develop their digital skills and contribute to the adoption of technology in school administration.

The next step is to translate the knowledge gained into effective school onboarding, confident users and sustained use of digital management tools.

Educators interested in joining the SIMS Champions community or learning about future training opportunities can contact ETN for guidance on the appropriate coordination channels.

Useful links

• EduTech Teachers Network
• Previous ETN article introducing SurePay SIMS
• SurePay SIMS portal
• SurePay Agent Portal
• SurePay user guides and resources
• SurePay enquiries: info@surepayltd.com | +256 770 919 201

For assistance regarding the Surepay SIMS, contact Mr. Moses Meregulwa via (0703630501) as shared during the training.

About ETN: The EduTech Teachers Network is a professional community that promotes digital skills, collaboration and the effective use of education technology among educators in Uganda.

Collaboration is becoming increasingly important in education as teachers and school teams work together to manage information, plan learning activities, assess learners, and coordinate school programmes.

In Episode 26 of the EduTech Teachers Network (ETN) EdTech Exchange, educators explored how Google Sheets can support online collaboration, particularly in situations where several people need to work on the same information remotely and in real time.

The practical session was led by Mr. Julius Muwaya, an ICT teacher and trainer, who guided participants through the concept of online collaboration and demonstrated how Google Sheets can be applied to everyday school activities.

Understanding Online Collaboration

The session began by introducing the concept of online collaboration and its relevance to education.

Julius explained how digital platforms can allow educators to work together even when they are in different locations. Rather than sending different versions of a document back and forth, collaborators can work on a shared file, making updates and accessing information from a common location.

For schools, this approach can support activities such as collecting learner information, managing assignments, recording scores, preparing reports, and coordinating tasks among teachers.

Google Sheets as a Collaboration Tool

A major focus of the session was the use of ‘Google Sheets’ as an online collaboration platform.

Participants were introduced to features that make Google Sheets useful for teamwork, including:

• Real-time editing – multiple users can work on the same spreadsheet.
• Sharing and access permissions – users can control who can view or edit a document.
• Comments and communication – collaborators can communicate around shared information.
• Cloud storage – information can be accessed online rather than being confined to one computer.
• Link sharing – a spreadsheet can be shared with others using a link.

The session demonstrated how these features can support teachers who need to work together on common school data.

Hands-On Collaborative Activity

The training was designed as a practical learning experience rather than a purely theoretical presentation.

Participants were guided to create and access a shared Google Sheet and enter information collaboratively. Julius demonstrated the process of creating a spreadsheet, entering data, changing access permissions, copying the sharing link, and inviting others to participate.

Participants then worked together on a sample ‘student scores spreadsheet’ , with different educators taking responsibility for entering scores for different subjects.

This practical activity demonstrated how teachers can work on the same dataset remotely without needing to be physically present in the same location.

Applying Google Sheets to Student Assessment

One of the practical examples explored during the session was the management of learner scores.

Julius demonstrated how teachers could use spreadsheets to organize student marks and calculate results using formulas. The session included demonstrations of:

• Addition of scores.
• Calculation of averages.
• Cell references.
• Absolute cell references.
• Ranking students according to their scores.
• Sorting and organizing learner data.

The RANK function was demonstrated as a way of calculating student positions, while the use of absolute cell references was explained for situations where specific cells or ranges need to remain fixed when formulas are copied.

From Offline Excel to Online Collaboration

The discussion also considered the difference between traditional offline spreadsheet work and cloud-based collaboration.

While Microsoft Excel remains useful for many school activities, Google Sheets provides an additional advantage when several people need to access and update the same information remotely.

For school teams, this can reduce the challenge of maintaining multiple versions of a document and make it easier for authorized users to access updated information.

The session also highlighted the importance of helping teachers develop basic digital collaboration skills, particularly where some educators may have limited experience with tools such as email and online platforms.

Supporting Online Report Card Development

Another practical application discussed was the use of spreadsheet data in developing ‘online report cards.’

Julius shared work involving the organization of learner scores and the development of a marker sheet that could support report card generation.

This demonstrated how spreadsheet skills can form part of a wider digital workflow for school assessment and reporting.

The discussion reinforced the importance of training teachers not only to enter data but also to understand how digital tools can connect different stages of the assessment and reporting process.

Learning Beyond the Live Session

The EdTech Exchange session was recorded and shared through ETN’s online platforms, allowing educators who could not attend live to access the content later.

This supports ETN’s wider approach of creating continuous learning opportunities for educators through online communities, recorded sessions, workshops, and practical training.

Participants were also encouraged to join the ETN community and continue developing their digital skills through future sessions and activities.

Upcoming ETN Training Opportunities

The session concluded with information about upcoming ETN activities, including a workshop in Kampala focusing on digital portfolios and e-learning tools.

The announced training areas included:

• WordPress
• Microsoft Teams
• Zoom
• Artificial Intelligence tools
• Digital portfolios
• E-learning

Participants were encouraged to follow ETN communication channels for registration details and other upcoming opportunities.

Continuing the Digital Collaboration Journey

The practical Google Sheets session demonstrated that effective digital transformation in schools does not always require complex systems. Simple, accessible tools can make a significant difference when educators understand how to use them collaboratively.

By learning to create, share, edit, organize, and analyse information online, teachers can strengthen teamwork and improve the way school data is managed.

Through the EdTech Exchange, ETN continues to provide a platform where educators can learn practical digital skills, share experiences, and explore technology solutions that can be applied in their schools.

Watch the Full Session

Watch the full recording of ETN EdTech Exchange Episode 26 below and follow along with the practical demonstration of Google Sheets collaboration.

About EduTech Teachers Network

EduTech Teachers Network (ETN) is a professional community supporting educators to effectively use technology in teaching, learning, school administration, and innovation.

Through EdTech Exchange sessions, workshops, mentorship, professional learning communities, and resource sharing, ETN continues to support educators in building practical digital skills and transforming education one click at a time.

Choosing a career pathway is one of the most important decisions learners make after secondary education. However, many students complete school without adequate information, guidance, or support to help them make informed choices about higher education, technical training, entrepreneurship, or employment.

Recognizing this challenge, the EduTech Teachers Network (ETN) hosted Episode 22 of the EdTech Exchange series under the theme:

“Guiding Every Secondary Learner into Higher Education, Enterprise or Employment.”

The session featured Mr. Simon Kawesi, founder of Career Spaces, who shared how technology can support career guidance and help learners better understand their interests, strengths, opportunities, and future pathways.

Addressing the Career Guidance Gap Among Learners

During the session, Simon highlighted the challenges many secondary learners face when transitioning from school to their next stage of life. Many students lack access to reliable information about career options, university programs, technical training opportunities, and employment pathways.

He emphasized that career guidance should not be treated as a one-time activity but rather as a continuous process that helps learners discover their abilities, explore opportunities, and make informed decisions throughout their education journey.

The discussion highlighted the important role teachers play in supporting learners by connecting classroom learning with real-world career opportunities.

Introducing Career Spaces: A Digital Career Guidance Platform

Simon introduced Career Spaces, a web-based platform designed to support secondary school learners in exploring and planning their future careers.

The platform helps learners:

• Discover their interests, strengths, and abilities.
• Explore different career pathways and requirements.
• Access information about universities and opportunities.
• Understand possible routes into higher education, technical training, enterprise, or employment.
• Engage in career exploration activities.

The platform also provides tools for teachers to monitor learner progress and engagement, enabling schools to provide more personalized career support.

Connecting Education With Future Opportunities

A key message from the session was the need to bridge the gap between education and the world of work.

Simon explained that learners need access to relevant information that helps them understand how their subjects, skills, and interests connect to future opportunities.

Through data-driven career guidance, schools can better support learners in identifying suitable pathways and preparing for their future beyond secondary education.

The Role of Teachers in Career Development

The session emphasized that teachers remain central to effective career guidance. Beyond delivering subject content, educators can help learners understand their strengths, expose them to different career options, and encourage them to develop skills relevant to future opportunities.

Participants discussed the importance of schools adopting structured career guidance approaches supported by digital tools and resources.

ETN Community Updates and Upcoming Opportunities

The session also included updates from ETN on upcoming activities and opportunities for educators.

Participants were encouraged to:

• Register for future ETN sessions and provide feedback to improve the EdTech Exchange series.
• Join the upcoming ETN workshop focusing on Artificial Intelligence, digital research, e-learning, and Learning Management Systems (LMS).
• Become members of ETN through associate, delegate, or institutional membership options.

ETN continues to create platforms where educators can connect, learn, and explore innovative solutions that improve teaching, learning, and education management.

Supporting Learners for Tomorrow’s Opportunities

As education continues to evolve, preparing learners for life after secondary school requires collaboration between schools, technology innovators, and education communities.

Digital platforms such as Career Spaces demonstrate how technology can provide learners with better access to information, guidance, and opportunities, enabling them to make more informed decisions about their future.

Through initiatives such as the EdTech Exchange series, ETN continues to promote conversations and solutions that empower educators and learners in the digital age.

Watch the Full Session Recording

The complete recording of ETN EdTech Exchange Episode 22 is available below.

About EduTech Teachers Network (ETN)

EduTech Teachers Network (ETN) is a professional community committed to advancing the effective use of technology in education through training, collaboration, innovation, and knowledge sharing. ETN supports educators, schools, and education stakeholders to transform teaching and learning through technology — one click at a time.

The EduTech Teachers Network (ETN) weekly EdTech Exchange session provided educators with updates on upcoming education technology events, training opportunities, and platforms where teachers and schools can connect, learn, and collaborate.

The session, led by Mr. Rogers Mukalele, focused on how educators can actively participate in the growing digital education ecosystem by joining professional communities, attending technology events, and using digital tools to strengthen teaching, learning, and school development.

Building Stronger EdTech Communities Through the 10Cs Framework

During the session, Rogers introduced the 10Cs framework, emphasizing the importance of community in successful education technology adoption and innovation.

He highlighted that technology integration is not only about acquiring digital tools but also about building networks where educators can share experiences, collaborate, mentor one another, and develop solutions that respond to real educational needs.

Participants were encouraged to contribute ideas, share opportunities, and take an active role in strengthening the EdTech community rather than depending on individual trainers or presenters.

Upcoming Education Technology Events and Opportunities

The session highlighted several upcoming opportunities available for educators, learners, and technology enthusiasts. These included:

WordCamp Jinja: Digital Publishing and Website Development

Educators were invited to participate in WordCamp Jinja, an event focused on WordPress, website development, and digital publishing.

The session emphasized the importance of educators and schools establishing an online presence through websites, blogs, and digital platforms to communicate with learners, parents, communities, and potential partners.

Rogers explained that such platforms can help schools showcase their activities, innovations, and impact while creating opportunities for collaboration and support.

Surepay Training Sessions: School Management Systems

Participants were also informed about upcoming Surepay training sessions focusing on school management solutions, including areas such as school fees management and reporting systems.

Educators interested in becoming trainers or supporting schools with digital management solutions were encouraged to participate in the sessions and join the weekly online learning sessions held every Tuesday at 5:00 PM.

National Conference on Communications (NCC)

The session introduced the National Conference on Communications (NCC) organized by Makerere University on behalf of the Uganda Communications Commission (UCC).

The conference will bring together technology stakeholders, innovators, educators, and learners through keynote sessions, exhibitions, and ICT innovation showcases, including school ICT club competitions.

Participants were encouraged to use such events as opportunities for networking, learning from technology experts, and discovering new possibilities in education technology.

Women in Technology Training Opportunity

Educators were informed about a free three-month digital skills training opportunity by Women in Technology Uganda targeting women aged 18–35 years.

The opportunity aims to support women in developing practical digital skills and participating more actively in technology innovation.

ETN Independence Day Technology Event

The session also announced the upcoming ETN Independence Day event focusing on technology in higher education.

The event will provide a platform for educators, lecturers, and technology enthusiasts to explore digital transformation opportunities in tertiary education, share experiences, and learn from practitioners.

EduTech Expo

Participants were invited to register for the upcoming EduTech Expo scheduled for October, which will bring together educators, innovators, technology providers, and education stakeholders to showcase digital solutions and innovations.

Joining and Growing With EduTech Teachers Network

The session reminded educators that they can become part of the ETN professional community by registering through the ETN website.

Membership opportunities include:

• Associate Membership – free membership for educators interested in joining the ETN community.
• Delegate Membership – a paid membership category providing additional benefits including access to training opportunities, membership recognition, and participation in ETN activities.
• Institutional Membership – for schools and organizations interested in engaging with ETN programs.

Through membership, educators can access professional learning opportunities, connect with other technology-minded educators, and participate in future ETN initiatives.

Supporting Schools Through Digital Visibility

The discussion also highlighted how schools can use technology strategically to improve visibility and create opportunities for partnerships.

Participants were encouraged to consider developing school websites, publishing digital content, and sharing school achievements online as ways of communicating their impact and attracting potential support from partners and communities.

Continuing Learning Through ETN Platforms

The session concluded with encouragement for educators who may not always attend physical events to take advantage of online learning opportunities, including recorded sessions shared through ETN platforms.

Through regular EdTech Exchange sessions, workshops, and professional communities, ETN continues to provide a space where educators can learn, collaborate, and transform education through technology.

Watch the Full Session Recording

The complete EdTech Exchange session recording is available below. Educators, school leaders, and technology enthusiasts are encouraged to watch and explore the opportunities discussed.

About EduTech Teachers Network (ETN)

EduTech Teachers Network (ETN) is a professional community advancing the effective, inclusive, and sustainable use of education technology in teaching, learning, and school administration. ETN supports educators through training, mentorship, resource sharing, and collaboration opportunities aimed at transforming education through technology — one click at a time.

As education continues to embrace digital transformation, access to smartphones, internet connectivity, and online learning platforms has created new opportunities for teaching and learning. However, this growth also comes with increased responsibility to ensure that children and young people are protected from online risks.

The EduTech Teachers Network (ETN), through its EdTech Exchange series, hosted Episode 24 focusing on an important digital safeguarding conversation: “Response & Prevention of Online Sexual Exploitation of Children (OSEC) in an Era of Digital Learning, Increased Smartphone Usage and Internet Exposure.”

The session brought together educators, technology enthusiasts, and education stakeholders to explore how schools, parents, and communities can respond to emerging online threats while promoting responsible and safe use of technology.

Understanding Online Sexual Exploitation of Children (OSEC)

The session was facilitated by Ms Najjuma L. Julian, who guided participants through the meaning, causes, warning signs, effects, and prevention approaches related to Online Sexual Exploitation of Children.

Participants learned that OSEC occurs when digital technologies such as the internet, smartphones, and social media platforms are used to sexually exploit or abuse children. The discussion highlighted that as children increasingly access digital devices and online spaces, protection measures must grow alongside technology adoption.

The facilitator emphasized that online abuse does not always involve physical contact and that perpetrators may use digital platforms to build relationships, gain trust, manipulate children, and exploit vulnerabilities.

Why Children Become Vulnerable Online

The session explored several factors that may increase children’s vulnerability to online exploitation, including limited digital literacy, poverty, loneliness, and inadequate supervision. Participants discussed how offenders often take advantage of these situations by pretending to be trusted friends or peers online.

A key message from the discussion was the importance of creating safe environments where children feel comfortable reporting uncomfortable online experiences. Teachers and parents have a critical role in encouraging open conversations about online safety rather than creating fear or silence around digital challenges.

Recognizing Warning Signs and Stages of Online Exploitation

The session also examined common warning signs that educators, parents, and caregivers should watch for. These include unusual secrecy around devices, excessive phone use, emotional distress, and unexplained gifts or money.

Participants were introduced to the different stages through which online exploitation may occur, including selecting potential victims, gaining access, building trust, reducing resistance, and eventually controlling the victim.

Understanding these patterns enables adults responsible for children’s wellbeing to identify risks early and take appropriate action.

Building Stronger Digital Safety Practices in Schools

The discussion highlighted that digital safety must become part of everyday education practice. Schools should not only teach learners how to use technology but also equip them with knowledge about responsible online behaviour, privacy, reporting mechanisms, and digital citizenship.

Educators were encouraged to strengthen safeguarding approaches by:

• Promoting digital literacy among learners.
• Creating trusted channels where children can report online concerns.
• Supporting parents and caregivers to improve their digital awareness.
• Developing school policies that address online safety and responsible technology use.

These approaches align with ETN’s wider commitment to supporting educators across different education levels with skills and resources for safe, innovative, and inclusive technology integration. ETN’s mission is to build a professional community of educators equipped to integrate ICT for safe and impactful competence-based pedagogy.

Upcoming ETN Opportunities and Community Engagement

The session also included updates on upcoming education technology opportunities, including workshops, regional activities, and opportunities for members to continue engaging through ETN platforms. Participants were encouraged to register with ETN to remain connected to future learning opportunities and professional communities.

ETN continues to promote professional learning communities where educators share knowledge, experiences, and practical solutions for technology-enabled education.

Watch the Full Session Recording

The complete EdTech Exchange Episode 24 recording is available below. Educators, school leaders, parents, and digital learning advocates are encouraged to watch, share, and continue the conversation on building safer digital environments for children.

About EduTech Teachers Network (ETN)

EduTech Teachers Network (ETN) is a professional community advancing the effective, inclusive, and sustainable use of education technology in teaching, learning, and school administration. Through training sessions, professional learning communities, mentorship, and resource sharing, ETN supports educators to transform education through technology — one click at a time.

For many class teachers, these responsibilities can become overwhelming, especially when they rely entirely on handwritten records and manual calculations. This is where simple digital tools can make a big difference.

One of the most useful and accessible tools available to teachers is Microsoft Excel. Although many people associate Excel with accounting and financial work, it is also a powerful classroom management tool that can help teachers organize information, analyze learner performance and make better decisions.

During EdTech Exchange Episode 23, educators explored the topic “Using MS Excel as a Class Teacher”, facilitated by George Emorut. The session focused on practical approaches that teachers can adopt to use Excel in managing classroom information, tracking learner progress, and improving their daily administrative tasks.

The session emphasized an important message: technology does not always have to be complicated. Sometimes, simple tools that teachers already have access to can create meaningful improvements in teaching and learning.

The Changing Role of the Class Teacher in the Digital Age

Traditionally, a class teacher’s records were mostly kept in physical files, registers and notebooks. While these methods have served schools for many years, they often come with challenges.

A teacher may spend hours:

• Adding marks manually
• Calculating averages
• Searching for learner information
• Preparing performance reports
• Tracking attendance patterns

Apart from consuming valuable time, manual processes can also lead to errors.

Today’s classroom requires teachers who can not only teach but also manage information effectively. Schools generate a lot of data every day — attendance records, assessment marks, learner progress reports and behavioural records. When properly managed, this data can help teachers understand their learners better and provide the right support.

Microsoft Excel provides a simple way of turning classroom data into useful information.

Understanding Microsoft Excel as a Teacher’s Tool

Microsoft Excel is a spreadsheet program that allows users to organize, calculate, analyze, and present information.

For a class teacher, Excel can be used for:

• Managing learner records
• Tracking attendance
• Recording assessment marks
• Analysing academic performance
• Preparing reports
• Planning classroom activities

The basic features of Excel include:

Rows

These run horizontally and can represent individual records such as learners.

Columns

These organize categories of information such as names, marks, attendance, or contacts.

Cells

These are the individual spaces where information is entered.

Formulas and Functions

These allow Excel to automatically perform calculations, reducing manual work.

With just basic Excel knowledge, a teacher can create a simple but effective classroom management system.

1. Managing Learner Information Using Excel

Every class teacher needs accurate and updated information about learners.

Instead of keeping several files and notebooks, teachers can create a digital learner database in Excel.

For example, a teacher can record:

Having this information digitally allows teachers to:

• Quickly search for learner details
• Update records easily
• Sort learners according to different categories
• Prepare reports when required

2. Simplifying Attendance Management

Attendance is one of the most important responsibilities of a class teacher. Regular attendance monitoring helps teachers identify learners who may be struggling because of absenteeism.

Instead of using only paper attendance registers, teachers can create digital attendance trackers using Excel.

Example:

Excel can automatically help calculate:

• Total days attended
• Number of absences
• Attendance percentage

This allows teachers to identify learners who frequently miss school and take appropriate action.

3. Managing Learner Assessment Records

Assessment is a continuous process in education. Teachers collect marks from different activities such as:

• Class exercises
• Tests
• Assignments
• Projects
• Activities of Integration
• End-of-term examinations

Managing all these scores manually can be challenging, especially in large classes.

Excel provides an easier way to organize assessment data.

Using functions such as:

• SUM
• AVERAGE
• COUNT
• MAX
• MIN

teachers can automatically calculate results and reduce mistakes.

4. Identifying Learners Who Need Additional Support

One of the most valuable uses of Excel is helping teachers identify learning gaps.

Through features such as Conditional Formatting, teachers can automatically highlight:

• Learners scoring below expectations
• Learners with missing assessments
• Learners showing improvement

This allows timely interventions such as:

• Remedial lessons
• Individual attention
• Parent communication
• Peer support

5. Creating Performance Reports Using Excel

Teachers are often required to prepare reports for school administrators, parents, and academic departments.

Excel helps teachers create:

• Class performance summaries
• Learner progress reports
• Subject analysis reports
• Graphical presentations

These reports help stakeholders understand learner progress and make informed decisions.

Conclusion

Microsoft Excel may appear to be a simple computer application, but in the hands of a teacher, it can become a powerful classroom management assistant.

Through practical guidance shared by George Emorut during EdTech Exchange Episode 23, educators were reminded that digital transformation does not always require complex systems. Sometimes, making better use of familiar tools can significantly improve teaching practice.

By developing basic Excel skills, teachers can save time, organize their work better, understand learner needs, and make informed decisions that support better learning outcomes.

The digitally empowered teacher is not only one who uses technology but one who uses technology purposefully to improve learning.

About EdTech Exchange

EdTech Exchange is a weekly professional development platform by the EdTech Teachers Network that brings together educators, innovators, and technology enthusiasts to share practical ideas, tools, and strategies for transforming teaching and learning through technology.

#EdTechExchange #MicrosoftExcel #TeacherProfessionalDevelopment #DigitalSkills #EducationTechnology #DigitalTransformation #1ClickAtATime

The workshops brought the conversation about digital school management closer to the people who will guide its day-to-day use. Participants were able to interact with fellow educators and champions, discuss the realities schools face when moving from manual or fragmented processes, and explore practical approaches to onboarding, staff support and continued system use. Lunch and refreshments were provided at each regional session.

A national series delivered through four regional centres

Rather than concentrating the training in Kampala alone, SurePay organised one workshop in each of Uganda’s four broad regions. This helped widen access, created space for region-specific experiences and laid a foundation for locally available champions who can guide schools nearer to where they operate.

About SurePay Limited

SurePay describes itself on its official company profile as a provider of digital and financial solutions that helps businesses and institutions improve operations and service delivery. Its stated vision is ‘Healthier People & Businesses’, while its mission is to support small and medium-sized enterprises with digital and payment solutions.

The company’s wider portfolio includes merchant and payment services, bulk SMS, core banking through SureBanker, mobile banking, property and church management systems, and bespoke payments development. Its service catalogue also describes aggregator services, loan management and savings-related solutions. This broader payments and digital-management background is important to SIMS because school administration is closely connected to billing, collection, reconciliation, communication and reporting.

SurePay’s training presentation reported that more than 10,000 schools had been onboarded. These are company-reported figures. The corporate website also lists NITA certification, a KCCA trading licence, Bank of Uganda certification and data protection certification among its compliance credentials.

What is the SurePay School Information Management System?

The SurePay School Management System – referred to throughout the training materials as the School Information Management System or SIMS – is an all-in-one digital platform intended for education institutions of different sizes. It brings administrative, academic, communication and financial workflows into one system so that a school can work from a more consistent set of records rather than separate books, spreadsheets and disconnected applications.

SurePay presents SIMS as an easy-to-use platform for payments, planning and performance tracking. The official product page says the system automates routine administration, supports communication among administrators, teachers, learners and parents, and provides reporting tools to help schools make decisions from their data. The user manual shows that authorised users sign in through an online portal and can work from a computer or supported smartphone.

The main SIMS capabilities explored in the training materials

Student information and admissions: Schools can create and search learner records, organise classes and streams, and capture admission, guardian and authorised escort details. The dashboard provides a summary of enrolment, gender, billing, payments and balances, giving authorised staff a quick institutional overview.

Academic and examination management: The platform supports centralised academic records, online gradebook functions, examination and assignment management, learner performance tracking, report-card generation and automated teacher comments. The public product page also describes timetable management and tools for distributing schedules and managing teacher assignments and resources.

Fee management and digital payments: Schools can configure fee structures for categories such as day scholars and boarders, bill learners by class and term, monitor payments, view transaction details and generate receipts and reports. A unique payment code links a payment to the correct school and learner. Training materials describe access through MTN, Airtel and bank channels, with payment notifications for schools and parents and reduced reliance on cash handling.

Accounting, suppliers and inventory: The August 2026 presentation describes chart-of-accounts setup, income statements, balance sheets and cash-flow reports. It also presents supplier and procurement functions, including local purchase order generation and supplier payments, together with inventory and asset-tracking tools intended to strengthen accountability and control losses.

Attendance and communication: SIMS includes student and staff attendance tracking, with the training presentation describing immediate absentee alerts. Bulk SMS and notification tools can be used for direct communication, fee reminders and other school updates. The official product page also lists a communication portal for administration, teachers, learners and parents.

Pocket money and library support: The platform’s pocket-money function is designed to help families and schools manage student funds with greater visibility and notification. SurePay’s current product page also lists a library module for cataloguing books, recording loans and returns, and managing library resources.

The platform is described in SurePay’s training presentation as scalable for primary, secondary and tertiary institutions. SurePay also says SIMS can be customised and integrated with existing systems, subject to an institution’s requirements and implementation agreement. The public FAQ states that typical implementation may take two to four weeks depending on the organisation’s size and needs, and that user training and ongoing technical support form part of the implementation process.

From software demonstration to practical adoption

A school management platform succeeds only when the people expected to use it understand both the system and the processes around it. The regional workshops therefore went beyond introducing a list of features. They created room for participants to connect the technology to real school routines, from setting up a school profile and fee structure to admitting learners, billing classes, tracing payments, issuing receipts and producing academic reports.

The sessions also enabled participants to share implementation experiences: how to prepare existing records, support staff who have different levels of digital confidence, communicate new payment procedures to parents, resolve early user challenges and maintain consistent use after the initial onboarding period. This peer-learning dimension is especially valuable because schools differ in size, connectivity, staffing, governance and the maturity of their existing record-management practices.

By discussing these realities collectively, educators could identify approaches that are both technically sound and workable in their own contexts. The result is a stronger bridge between the platform provider and the schools expected to use the solution.

Building a network of SurePay Champions and trainers

A major opportunity within the initiative was for participating educators to become SurePay Champions and trainers in their respective areas. In practice, a champion can serve as a local advocate and guide: demonstrating SIMS to school teams, supporting early onboarding, helping users follow agreed workflows, escalating technical issues through the correct support channels and relaying structured feedback from schools to SurePay.

Regional champions can shorten the distance between a school and the support it needs. They can also explain the system in language that reflects local school realities and help institutions move from one-off training to continuous professional support. The role is not simply to promote a product; it is to help schools understand what must change in their own data practices, responsibilities and routines for digital management to deliver value.

The role of the EduTech Teachers Network

The EduTech Teachers Network partnered with SurePay to mobilise educators for the four regional sessions and connect the company with teachers and school personnel interested in digital transformation. Through its professional network, ETN helped extend the invitation beyond a single institution or location and opened a pathway for educators to develop as SIMS Champions and trainers in their communities.

This partnership reflects ETN’s wider commitment to practical digital capacity building. Education technology adoption works best when developers, school leaders, administrators and teachers learn from one another. Providers bring the platform and technical expertise; educators bring knowledge of school workflows, learner needs and the conditions in which implementation must succeed.

What SIMS can mean for different school stakeholders

School leaders: Centralised dashboards, reports and financial visibility can support planning, accountability and more timely management decisions.

Bursars and finance teams: Automated billing, payment allocation, receipts and reporting can reduce repetitive reconciliation work and make it easier to follow fee collections.

Teachers and academic teams: Attendance, assessment records, performance tracking and report-card tools can reduce fragmented record keeping and free more time for teaching and learner support.

Parents and guardians: Remote payment options and notifications can improve convenience, confirmation and communication with the school.

Learners: More accurate records, timely academic feedback and transparent handling of school payments and pocket money can contribute to a smoother school experience.

Important foundations for successful school adoption

The workshops were an important starting point, but sustainable adoption will depend on what each school does next. Institutions considering SIMS should identify an internal implementation team; clean and verify student, class, fee and staff data before migration; define user roles and approval responsibilities; train every group according to the tasks they will perform; and communicate new procedures clearly to parents and learners.

Schools should also review the current service agreement, payment and settlement terms, data-protection arrangements, access controls, backup and continuity provisions, support channels and any integration requirements before deployment. SurePay’s August 2026 presentation describes SIMS as having no service charge to schools, to onboard.

Most importantly, schools should treat digitalisation as a change-management process rather than a one-day installation. Leadership support, accurate data, consistent use and responsive follow-up are what convert platform features into better administration and improved service to the school community.

A step forward for educator-led digital transformation

The completion of the four regional SurePay Champions SIMS workshops marks a meaningful step towards building educator-led support for digital school management across Uganda. By convening participants in Kampala, Mbarara, Mbale and Lira, SurePay and the EduTech Teachers Network created a national learning opportunity while recognising that successful implementation must ultimately be supported locally.

The next measure of success will be how effectively the knowledge gained is translated into school-level action: stronger records, more transparent fee management, clearer communication, timely reporting and confident users. As trained champions continue engaging schools in their regions, they have an opportunity to turn SIMS from a promising digital platform into a practical tool for better-managed learning institutions.

Learn more

Schools and educators interested in the platform can visit the SurePay School Management System page, request a demonstration, or access the SIMS portal. SurePay’s published contacts are info@surepayltd.com, +256 770 919 201 and +256 756 523 376.

Another phase of trainings is being planned, open to all interested in joining as Champions. Contact / WhatsApp ETN’ Rogers Mukalele on 0776960740 to be added to the coordination WhatsApp group for updates.

As part of the EdTech Exchange weekly learning sessions, Episode 20 focused on “Best Practice Standards for Website Design”, bringing together educators, ICT coordinators, school leaders, and innovators to explore how effective website design can support both institutional digital presence and learner project work.

The session was facilitated by David Wampamba, a web developer, software development coach, and digital innovation mentor with experience in website development and technology communities. He shared practical insights on what makes websites effective, user-friendly, and impactful.

Why Website Design Matters in Education

Opening the session, the importance of websites in today’s education ecosystem was highlighted. Schools are increasingly expected to establish an online presence where they can communicate with parents, learners, partners, and the wider community.

Beyond institutional communication, websites are also becoming common innovation projects within competence-based learning, providing learners with opportunities to apply creativity, collaboration, problem-solving, and digital skills to develop practical solutions.

A well-designed school website can therefore serve two purposes:

• Strengthening the school’s digital identity and communication
• Providing a platform for learners to demonstrate creativity through web-based projects

Understanding Good Website Design

During the session, participants explored key characteristics of professionally designed websites. David emphasized that a good website should be:

1. Usable

A website should be easy for visitors to understand and navigate. Users should quickly find the information they need without confusion.

2. Accessible

Websites should be designed with different users in mind, ensuring that information can be accessed by as many people as possible.

3. Fast

Website speed affects user experience. Slow websites often discourage visitors from engaging with the content.

4. Consistent

A good website maintains consistency in its design, layout, navigation, and branding, creating a professional experience for users.

From Website Creation to Meaningful Digital Projects

One of the key discussions during the session was the role of websites in learner innovation projects.

With the competence-based curriculum emphasizing practical skills and project work, learners can use website development to:

• Showcase school projects and innovations
• Create digital portfolios
• Develop community-focused information platforms
• Publish research and creative work
• Build solutions that address real-world challenges

However, meaningful web projects require more than simply creating pages. Learners need guidance on planning, understanding users, organizing information, designing interfaces, and maintaining digital content.

Common Considerations for School Websites

The session highlighted several important areas schools should consider when developing or improving their websites:

Clear Purpose

Before designing a website, schools should define what the website should achieve. Is it mainly for communication, showcasing projects, providing resources, or supporting online services?

Good User Experience

Visitors should easily access important information such as:

• School background
• Academic programs
• Announcements
• Events
• Contact information
• Learner achievements

Mobile-Friendly Design

Since many users access websites through smartphones, responsive design is essential. Websites should adapt well to different screen sizes.

Quality Content

A good website requires regular updates, accurate information, and engaging content.

Empowering Educators and Learners Through Web Development

The session encouraged educators to view website development not only as a technical skill but also as a tool for creativity and innovation.

ICT teachers, club patrons, and school leaders have an important role in creating environments where learners can experiment, collaborate, and develop digital solutions.

Through ICT clubs and project-based learning, learners can move from being consumers of technology to creators of technology.

Watch the Full Session Recording

The complete recording of EdTech Exchange Episode 20: Best Practice Standards for Website Design is available below:

Conclusion

As schools continue to embrace digital transformation, having an online presence is becoming increasingly important. However, an effective website is not defined only by appearance; it is defined by how well it serves users, communicates information, and creates value.

For educators and learners, website development provides an opportunity to combine creativity, technology, and problem-solving to produce meaningful digital solutions.

Through initiatives like EdTech Exchange, the EduTech Teachers Network continues to support educators in exploring practical ways of integrating ICT into teaching, learning, innovation, and school transformation.

Let us continue exchanging ideas, experiences, and resources for integrating ICT — one click at a time.

#EdTechExchange #ICTinEducation #DigitalLearning #WebDesign #CompetenceBasedLearning #InnovationInEducation #IClickAtaTime

The education landscape is transforming rapidly. Artificial intelligence, digital learning platforms, online collaboration tools, and emerging technologies are changing how teachers plan, teach, assess, and interact with learners.

However, technology alone cannot transform education. The greatest transformation happens when educators continuously develop themselves, acquire new skills, reflect on their practice, and intentionally explore innovative ways of improving learning experiences.

On Wednesday, 15th July 2026, I had the opportunity to facilitate EdTech Exchange Episode 17, hosted by the EduTech Teachers Network, under the theme:

“Why Continuous Professional Development Matters for Teachers in the Digital Age.”

The session brought together educators, school leaders, and education enthusiasts to explore the importance of lifelong learning and practical strategies teachers can use to remain relevant and impactful in a rapidly changing digital world.

Understanding Continuous Professional Development (CPD)

The session began by exploring the meaning and importance of Continuous Professional Development.

CPD is not simply about attending workshops or collecting certificates. It is an intentional process where educators continuously improve their knowledge, skills, attitudes, and professional practices.

For teachers, CPD involves:

• Learning new teaching approaches
• Developing digital competencies
• Reflecting on classroom experiences
• Collaborating with fellow educators
• Experimenting with innovative teaching strategies
• Responding to changing learner needs

A teacher who stops learning risks becoming disconnected from the realities of modern education.

Why CPD Is More Important Than Ever

1. Technology Is Changing the Role of Teachers

One of the key discussions during the session was how technology is redefining the role of educators.

Traditionally, teachers were viewed as the primary source of information. Today, information is readily available through digital platforms, search engines, online courses, and artificial intelligence tools.

This does not reduce the importance of teachers. Instead, it creates opportunities for teachers to become:

• Learning facilitators
• Mentors
• Content creators
• Digital learning designers
• Guides who help learners evaluate and apply information effectively

The modern teacher is not replaced by technology; rather, technology empowers teachers to create richer learning experiences.

2. Learners Are Changing and Teachers Must Adapt

Today’s learners interact with technology from an early age. They consume digital content, communicate online, and expect learning experiences that are engaging and relevant.

Teachers therefore need to continuously develop skills that enable them to:

• Integrate multimedia into lessons
• Create interactive learning experiences
• Encourage collaboration
• Support creativity and critical thinking
• Promote responsible digital citizenship

Understanding learners requires teachers to understand the environments in which they live and learn.

3. Digital Skills Have Become Essential Teaching Skills

A major emphasis of the session was that digital skills are no longer optional skills for ICT teachers alone.

Every teacher, regardless of subject area, requires digital competencies.

Examples include:

Digital Productivity Skills

• Creating and managing digital documents
• Using online collaboration platforms
• Organizing digital resources

Digital Content Creation Skills

• Designing presentations
• Creating educational videos
• Developing interactive learning materials

Digital Assessment Skills

• Using online quizzes
• Collecting learner feedback digitally
• Analyzing learner performance data

Artificial Intelligence Literacy

• Understanding opportunities and limitations of AI
• Using AI responsibly for lesson preparation and learning support

Practical Ways Teachers Can Continue Growing

During the session, participants explored different approaches through which teachers can intentionally develop themselves.

1. Participate in Professional Learning Communities

Teachers grow faster when they learn together.

Professional Learning Communities (PLCs) provide opportunities for educators to:

• Share experiences
• Solve classroom challenges
• Exchange resources
• Collaborate on lesson improvement

Schools can strengthen CPD by creating spaces where teachers learn from one another.

2. Engage in Online Learning Opportunities

The internet provides countless opportunities for professional growth.

Teachers can access:

• Online courses
• Webinars
• Digital teaching resources
• Professional communities

Even dedicating a small amount of time each week to learning can create significant improvement over time.

3. Experiment with Technology in Small Steps

A common challenge among teachers is the belief that technology integration requires advanced skills.

However, effective digital transformation often begins with simple steps:

• Creating a digital presentation
• Using online forms for assessment
• Introducing educational videos
• Using AI tools to improve lesson preparation
• Sharing resources through online platforms

Small experiments build confidence and encourage further exploration.

4. Reflect on Teaching Practice

Professional growth requires reflection.

Teachers should regularly ask:

• What worked well in my lesson?
• What challenges did learners experience?
• How can technology improve this learning experience?
• What new strategy can I try next?

Reflection transforms daily classroom experiences into opportunities for professional development.

Challenges Affecting Teacher Professional Development

The session also acknowledged some challenges educators face, including:

• Limited time due to workload
• Limited access to technology
• Internet connectivity challenges
• Financial limitations
• Lack of confidence using digital tools
• Resistance to change

However, participants were encouraged to focus on progress rather than perfection.

Professional growth does not require knowing everything at once. It requires commitment to learning continuously.

Key Takeaway: The Best Teachers Are Lifelong Learners

One of the strongest messages from the session was:

“The best teachers are not those who know everything; they are those who are committed to learning everything they need to better serve their learners.”

Education will continue to change. New technologies will continue to emerge. However, teachers who embrace continuous professional development will remain prepared to guide learners effectively.

My Reflection as a Facilitator

Facilitating this session reinforced my belief that teacher transformation is at the heart of education transformation.

Technology is only meaningful when educators have the confidence, skills, and mindset to use it effectively.

As educators, we must continue creating communities where teachers support one another, share experiences, and learn together.

Every teacher can become a digital educator—not by mastering every tool, but by developing the willingness to explore, adapt, and innovate.

Appreciation

I extend my appreciation to the EduTech Teachers Network for the opportunity to share during EdTech Exchange Episode 17 and for creating a platform where educators can continuously learn, collaborate, and grow.

Special appreciation goes to all educators who participated, asked questions, shared experiences, and committed themselves to lifelong professional growth.

Together, we continue transforming education—one click at a time.

Download the detailed presentation here:

About the Author

Ticha Denis Kruger is an Education Officer, Edu-Tech facilitator, digital skills trainer, and education technology advocate passionate about supporting teachers and institutions in integrating technology into teaching and learning.

Through training programs, workshops, webinars, and digital innovation initiatives, he supports educators to develop practical digital skills for the modern classroom.

Visit: www.tichadeniskruger.com

The EduTech Teachers Network (ETN) successfully held a one-day EduTech Capacity Building Workshop for Secondary Educators on Sunday, 12th July 2026 at St. Kizito SS Katikamu Kisule.

The workshop brought together secondary school educators for a practical day of learning, collaboration and professional development focused on how technology can strengthen teaching, learning and school practices. The event was well attended and successfully delivered, giving participating educators an opportunity to acquire practical digital skills that they can apply in their classrooms and schools.

The workshop was part of ETN’s commitment to building a professional community of educators equipped with the knowledge, skills and support needed to integrate ICT into safe, innovative and inclusive competence-based pedagogy.

Practical Digital Skills for Modern Educators

One of the key sessions was facilitated by Mr. Mukalele Rogers, who guided educators through ICT collaboration tools and their application in teaching and professional work.

Participants explored Google tools including Google Drive, Google Docs and Google Sheets, with emphasis on how these platforms can support collaboration, sharing of teaching resources, document preparation, data management and teamwork among educators.

Mr. Rogers also introduced participants to online and e-learning tools, including platforms such as Zoom and Google Meet. The session helped educators understand how virtual meeting and learning platforms can be used to facilitate online lessons, professional meetings, consultations, continuous professional development and interaction beyond the physical classroom.

The practical approach enabled teachers to move beyond simply knowing about digital tools to understanding how they can use them in their everyday professional work.

Exploring Artificial Intelligence in Education

The growing role of Artificial Intelligence in education was another major focus of the workshop.

Tr. Denis Kruger facilitated a session on the use of Artificial Intelligence in education, introducing educators to a range of AI tools and demonstrating what they can do for teachers and learners.

Participants were introduced to tools including ChatGPT, Google Gemini, Claude, Grok and Google NotebookLM, among others. The session explored how AI can support educators in areas such as generating ideas, preparing learning materials, research, lesson preparation, summarising information and developing educational resources.

The session also encouraged educators to think critically about the responsible use of AI in education. This is particularly important as schools and teachers increasingly encounter new AI-powered tools and platforms.

For ETN, building teachers’ capacity to understand and use emerging technologies is part of its wider objective of promoting effective, ethical and responsible digital technology use in education.

Teachers as Digital Content Creators

The workshop also addressed an increasingly important skill for modern educators: creating educational video content.

Mr. Andrew Kedi led a practical session on creating educational videos using tools that are accessible to teachers.

Educators were shown how they can use their mobile phones to record educational videos and then edit the content using Canva. The session demonstrated that teachers do not necessarily need expensive equipment or complicated production systems to begin creating useful digital learning materials.

The practical training encouraged teachers to see themselves not only as consumers of digital content but also as creators and publishers of educational resources.

Such skills can support blended learning, online learning, revision, learner engagement and the sharing of locally relevant educational materials.

Strengthening Lesson Planning and Classroom Practice

Mrs. Peace Najodo facilitated a session on preparing schemes of work and lesson plans.

The session focused on supporting educators to organise their teaching effectively while considering how technology can be incorporated into classroom practice.

By connecting lesson preparation with digital tools and resources, teachers were encouraged to think about technology as part of the teaching and learning process rather than as an additional activity.

This approach supports ETN’s wider commitment to helping educators integrate ICT into teaching and learning in practical and meaningful ways.

Building a Stronger EduTech Teachers Network

The workshop concluded with a session led by Madam Immaculate, who introduced participants to the EduTech Teachers Network and encouraged educators to subscribe and become active members of the professional community.

The session highlighted the importance of educators continuing to learn, share experiences and support one another beyond individual workshops.

ETN’s vision is “Empowered educators leading digital innovation for transformative learning,” while its motto is “Transforming Education, One Click at a Time.” The Network seeks to build a vibrant community of educators passionate about integrating educational technology into teaching, learning and school leadership.

Membership provides educators with opportunities to remain connected to professional networks, participate in learning opportunities and keep up with developments in the EduTech sector. ETN also supports professional development, peer mentorship, digital literacy programmes, innovation initiatives and Professional Learning Communities (PLCs).

A Successful Step Towards Digital Transformation

The success of the St. Kizito SS Katikamu Kisule workshop demonstrated the value of practical, educator-focused technology training.

From collaboration tools and online learning platforms to Artificial Intelligence, educational video production and lesson preparation, the sessions addressed some of the digital skills that educators increasingly need in today’s changing education environment.

More importantly, the workshop created an opportunity for teachers to learn from one another, experiment with technology and build professional connections.

This directly reflects ETN’s commitment to continuous professional development, collaboration, innovation, lifelong learning and community building.

The Network believes that when educators are empowered with the right skills and support, they are better positioned to transform their classrooms, schools and communities.

The 12th July workshop was therefore more than a one-day training event. It was another step towards building a growing community of educators who are ready to embrace technology, share knowledge and contribute to the transformation of education in Uganda.

Join the EduTech Teachers Network

Educators, schools and education stakeholders interested in digital teaching, learning and school technology are encouraged to connect with the EduTech Teachers Network and become part of the growing professional community.

Learn more and join the movement: EduTech Teachers Network – edutechteachers.org

EduTech Teachers Network
Transforming Education, One Click at a Time.

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

The report, From Unplugged to ICT-Ready: A Digital Readiness Assessment of Secondary Schools in Uganda, recently released by UNICEF, assessed 3,257 secondary schools—representing 78% of all secondary schools registered with the Association of Secondary School Headteachers of Uganda (ASSHU)—and paints the clearest picture yet of the country’s readiness for digital learning.

The findings reveal a system with enormous potential but significant inequalities.

While digital transformation has become a central pillar of Uganda’s education agenda, only 20% of secondary schools are classified as ICT-ready, while 41% are semi-connected and 39% remain unplugged, lacking the minimum conditions needed to support meaningful digital learning.

For educators, school leaders, policymakers, and development partners, the report offers more than statistics. It presents a roadmap for understanding where schools are today and what must happen next if no learner is to be left behind in the digital age.

Three Ugandas in One Education System

The assessment identifies three distinct categories of schools.

At one end are ICT-ready schools, where learners have access to reliable electricity, stable internet connectivity, and a relatively favourable learner-to-device ratio. These schools are already integrating technology into teaching and learning.

In the middle are semi-connected schools—the largest group—which possess some infrastructure but face frequent power interruptions, unstable internet, and limited support. These schools have the greatest potential for rapid improvement if targeted investments are made.

At the other end are unplugged schools. Many of these schools have little or no internet connectivity, limited electricity, and severe shortages of digital devices, making meaningful digital learning virtually impossible. These schools are disproportionately located in rural communities, particularly in Northern and Eastern Uganda.

The findings remind us that digital transformation is not occurring evenly across the country. A learner in Kampala may have regular access to digital resources, while another learner in a rural district may never have the opportunity to interact with educational technology during their entire secondary education journey.

Infrastructure Matters—But It Is Not Enough

One of the report’s most important messages is that digital learning is about far more than devices.

Although 98% of schools report access to electricity, only half enjoy reliable power for more than 16 hours per day. Nearly 38% of schools have no internet access at all, while many connected schools experience daily disruptions. In some districts, a single computer serves more than 200 learners, with extreme cases reaching over 300 learners per device.

Yet the report also cautions against viewing infrastructure as the sole solution.

International evidence cited in the study shows that technology only improves learning when it is accompanied by quality content, teacher support, pedagogical guidance, and strong leadership. Simply supplying computers without addressing these factors risks increasing teacher workload rather than improving learning outcomes.

Leadership: Uganda’s Hidden Digital Asset

Perhaps the most encouraging finding in the report is that school leadership commitment remains consistently strong across all regions and readiness levels.

More than 90% of school leaders recognize the importance of digital learning for developing computer skills, information access, and responsible technology use. Importantly, this commitment remains high even in schools facing the greatest infrastructure challenges.

As Bbuye Abubaker, Principal Education Officer at the Ministry of Education and Sports, noted:

“Schools with strong leadership and commitment to ICT integration tend to perform better. The key question is how we protect and sustain resources for ICT integration over time.”

His remarks highlight a critical reality: digital transformation is not merely a technical project—it is a leadership project.

Schools that successfully integrate technology are often led by administrators who prioritize innovation, mobilize resources, support teacher development, and create a culture of continuous learning.

Technology Should Support Teachers, Not Replace Them

Another powerful reflection came from Joaquin Matinez, Research Specialist at UNICEF Innocenti, who emphasized that digital transformation should focus on supporting teachers rather than replacing them.

“ICT integration should be thought about through the lens of the value addition technology brings to schools. It is not about replacing what teachers are doing, but identifying areas where technology can enhance and ease the tasks teachers are already doing like lesson planning, grading, among others.”

For teachers, this message is particularly important.

Technology should simplify planning, improve assessment, support learner engagement, expand access to resources, and create opportunities for collaboration. When introduced thoughtfully, digital tools become teaching assistants rather than additional burdens.

The Missing Piece: Teacher Capacity and Digital Pedagogy

The report identifies leadership, infrastructure, and partnerships as key strengths. However, the next stage of Uganda’s digital journey must focus on strengthening teacher capacity.

As Rev. Fr. Isabirye B. Antony of UNITE Kaliro Campus observed:

“Many pre-service teachers still lack foundational digital competencies, requiring basic ICT training to be integrated into lectures.”

His observation reflects a challenge ETN encounters frequently through teacher professional development programs. Access to technology is growing faster than educators’ confidence in using it effectively.

The future of digital learning therefore depends on more than infrastructure investment. It requires sustained investment in:

• Digital pedagogy
• AI literacy and responsible use of emerging technologies
• Digital content creation
• Online safety and digital citizenship
• Continuous professional development
• Peer learning communities

Technology becomes transformative only when teachers are empowered to use it meaningfully.

Content Remains a Major Challenge

While internet access receives considerable attention, the report reveals another significant challenge.

Among connected schools, 76% reported that available digital content remains insufficient. Schools also expressed concerns about content quality, curriculum alignment, local relevance, language adaptation, and accessibility for learners with disabilities.

This finding presents a major opportunity for teachers.

Educators are not only consumers of digital content; they can also become creators. Through collaborative networks such as ETN, teachers can develop and share locally relevant lesson materials, videos, assessments, simulations, and open educational resources aligned to Uganda’s curriculum.

Key Voices Shaping the Way Forward

The report’s release brought together voices from government, development partners, school leadership, and higher education institutions, all emphasizing different dimensions of the digital transformation journey.

Collectively, these voices point toward a common conclusion: Uganda’s digital future will depend on coordinated action rather than isolated interventions.

ETN Reflection: From Readiness to Transformation

For the EduTech Teachers Network (ETN), the message is clear:

Digital transformation is not about technology alone. It is about empowering teachers, strengthening schools, and ensuring every learner—regardless of location—has the opportunity to participate in the future of learning.

The Digital Readiness Assessment confirms that Uganda is not starting from scratch. Strong leadership, growing platform adoption, active partnerships, and increasing policy attention provide a solid foundation for progress.

However, the findings also reveal a digital divide that cannot be ignored.

If Uganda is to achieve equitable digital learning, investments must focus not only on connectivity and devices but also on teacher capacity, digital content, leadership development, sustainability, and support for the schools furthest behind.

As educators, we must move beyond asking whether schools have technology and begin asking whether technology is improving learning.

That is the journey from being merely connected to becoming truly transformed.

Early childhood education is changing rapidly. As digital technologies become increasingly part of everyday life, teachers are finding new ways to make learning more interactive, creative and engaging for young children.

It was against this background that the EduTech Teachers Network (ETN) successfully hosted a specialized One-Day Education Technology Capacity Building Workshop for Early Childhood Educators on Saturday, 30th May 2026 at Eden Cradle Care Pre-School, Wairaka, Jinja District.

The workshop brought together nursery, kindergarten and Early Childhood Development (ECD) educators, as well as school leaders and administrators, for a practical day focused on using technology to improve teaching, learning and school administration.

The workshop was specifically designed around the needs of early childhood educators, while also providing useful digital skills and resources applicable to teachers across other levels of education. The official programme included sessions on EdTech access planning, play-based digital learning, Canva, AI and e-learning tools, educational video creation and Excel-based reporting.

Putting Collaboration Tools into the Hands of Teachers

One of the key sessions was facilitated by Mr. Mukalele Rogers, who introduced participants to digital collaboration tools and demonstrated how teachers can use technology to work and learn together.

The session exposed educators to tools within the Google ecosystem, including Google Drive, Google Docs and Google Sheets. These tools were presented as practical solutions for creating, storing, sharing and collaboratively working on documents and other educational resources.

For nursery and ECD educators, such tools can support collaboration between teachers, sharing of lesson resources, preparation of teaching materials and coordination of school activities.

Mr. Mukalele also took participants through online studying and virtual learning tools, including Zoom and Google Meet. Educators explored how these platforms can support online meetings, teacher learning, professional development and remote interaction.

This session reflected ETN’s commitment to continuous professional development and to helping educators become confident users of digital technologies.

Turning a Smartphone into a Teaching Studio

For many early childhood educators, the smartphone is one of the most accessible pieces of technology available to them.

Mr. Julius NsiIro built on this reality by taking participants through a practical session on educational video content creation.

Teachers were shown how to use a mobile phone to record educational videos, providing them with a simple starting point for creating digital learning resources.

The training then moved to video editing, where participants were introduced to CapCut as a tool for transforming raw recordings into more engaging educational content. The session also covered how teachers can upload their finished videos to YouTube, opening opportunities for educators to create and share learning resources beyond the physical classroom.

For early childhood education, this skill is particularly valuable because songs, stories, demonstrations, music and movement activities can be presented through short and engaging videos.

The official workshop programme also identified educational video creation as a practical area of training, with emphasis on using smartphones to record and edit instructional content for activities such as music and movement.

The message was simple: teachers do not have to wait for expensive equipment to become digital content creators. A smartphone, the right skills and creativity can be enough to begin.

Exploring Artificial Intelligence for Early Childhood Educators

Artificial Intelligence was another important area of the workshop.

Mrs. Norah guided participants on the use of Artificial Intelligence in education, helping educators understand how AI tools can support their daily work.

The session connected AI with practical teacher responsibilities such as lesson preparation, content generation and improving teacher productivity.

This was particularly relevant to the workshop because the official programme included a dedicated session on AI and e-learning tools, designed to demonstrate AI-powered tools for lesson preparation and educational content generation.

For early childhood educators, the value of AI is not simply in using the newest technology. It is in understanding how these tools can help teachers prepare better resources while still ensuring that learning remains age-appropriate, creative, interactive and centred on the child.

Digital Learning That Starts with Play

A central theme of the workshop was the importance of making technology appropriate for young learners.

The programme included a dedicated session on Play-Based Digital Learning, exploring how technologies such as tablets and educational applications can support early childhood development and interactive learning.

This approach recognises that technology in early childhood should not replace play, interaction or the teacher. Instead, it should complement these experiences.

Digital tools can help teachers introduce pictures, sounds, stories, songs, animations and interactive activities that capture children’s attention and support different ways of learning.

For an ECD teacher, therefore, digital pedagogy is not about putting a child in front of a screen for long periods. It is about using technology thoughtfully to enrich experiences that are already meaningful to young children.

Creating Attractive Learning Resources with Canva

The workshop also placed emphasis on teacher creativity and digital content development.

Through the Canva session, educators explored how they can create visually appealing learning resources for young children, including alphabet charts, picture cards, routine charts and classroom posters.

This was particularly relevant for nursery and kindergarten teachers because young children respond strongly to visual and colourful learning materials.

Instead of relying entirely on commercially produced materials, teachers can increasingly develop their own resources based on the needs, interests and learning environment of their children.

The training therefore positioned educators as creators of digital learning resources, not merely users of resources created by others.

Making School Reporting Easier with Digital Tools

Technology was also introduced as a solution to some of the administrative responsibilities faced by teachers and school leaders.

The programme included practical training on an Excel-Based Report Card Tool, where participants learned how spreadsheets can be used to compute marks, automate grading calculations and generate report cards for nursery, primary and secondary schools.

This demonstrated another important dimension of ETN’s work: technology is not only about classroom teaching. It can also support school administration, assessment and reporting.

By reducing repetitive manual work, digital tools can allow educators to spend more time focusing on learners and other important responsibilities.

Building a Community of Digitally Empowered Educators

Beyond the individual sessions, the workshop provided an opportunity for educators to connect, exchange experiences and learn from one another.

This community aspect is central to the mission of the EduTech Teachers Network.

ETN’s vision is “Empowered educators leading digital innovation for transformative learning,” while its mission is to build a professional community of educators across nursery, primary, secondary and tertiary institutions who have the skills, knowledge and support to integrate ICT for safe, innovative and inclusive competence-based pedagogy.

The Network’s objectives include continuous professional development, digital literacy, effective and safe use of technology, development and sharing of digital content, peer mentorship and Professional Learning Communities (PLCs).

The Wairaka workshop brought these objectives to life by giving educators practical opportunities to learn, practise and share digital skills.

From Training to Transformation

The success of the Early Childhood Educators Workshop demonstrated that digital transformation in education does not always require complex technology.

Sometimes it begins with a teacher learning how to use Google Drive to collaborate with colleagues, Zoom to participate in professional learning, Canva to create a picture card, AI to generate ideas, or a smartphone and CapCut to produce a short learning video.

These seemingly simple skills can make a meaningful difference when they are applied purposefully in the classroom.

For early childhood educators, the goal is not to replace the traditional foundations of early learning. Rather, it is to combine play, creativity, interaction and technology in ways that support children’s development and make teachers more effective.

The workshop therefore represented more than a one-day training. It was part of ETN’s broader effort to build a growing community of educators who are confident, creative and prepared to lead digital innovation in their schools.

As the EduTech Teachers Network continues to expand its programmes across Uganda, the message remains clear:

Empower the teacher. Transform the classroom. Improve the learning experience.

And, in the spirit of ETN’s motto:

Transforming Education, One Click at a Time.

Join the EduTech Teachers Network and become part of a growing community of educators committed to learning, sharing and transforming education through technology.

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