On August 22, 2024, the Ministry of Education and Sports (MoES) took a significant step by launching its new Digital Agenda Strategy at the Hockey Grounds in Lugogo, Kampala. This event could be a game-changer for education in Uganda, aiming to blend digital technology into teaching and learning across the country. The Digital Agenda Strategy is all about creating digital-rich curricula, expanding access to education through technology, and pushing the envelope in research and innovation, particularly in areas like Artificial Intelligence (AI) and Virtual Reality (VR). By jumping on these advancements, Uganda is preparing its students to thrive in an increasingly digital world.
One of the most talked-about aspects of this strategy is the push for mobile gadgets—like smartphones, tablets, and laptops—in schools. As you’d expect, this has stirred up a mix of excitement and concern. On the one hand, these devices hold immense potential to revolutionize education by fostering problem-solving, creativity, and other 21st-century skills. They can create life-long learners with power to research for information, and facilitate blended learning with digital tools that enhance engagement and motivation. Additionally, even schools without computer labs can teach / teach with ICT using devices contributed by parents, allowing for cost savings. However, alongside these advantages, there are significant challenges that the education sector must carefully address. For instance, teachers require professional development to effectively incorporate these uneven devices into their classrooms, and there’s a risk of students becoming distracted or misusing their gadgets. Moreover, managing device security, ensuring equitable access, and preventing cyberbullying are crucial concerns. With such a varied landscape of both benefits and drawbacks, it’s clear that bringing mobile gadgets into classrooms demands a strong ICT policy to ensure these tools truly enhance learning rather than hinder it.
Contents of a Solid School ICT Policy
For digital tools to really make a difference in classrooms, each school needs to adopt a solid ICT policy. Here are some key areas that such a policy should cover:
- Staff Training: Teachers need ongoing training to effectively use digital tools in their lessons. They should feel confident not just in using these devices but in integrating them into their teaching in a meaningful way.
- Data Security: Schools must have secure methods to store sensitive information, like student records and educational materials, to prevent unauthorized access or data breaches.
- Maintenance and Repair: Regular upkeep and timely repairs are essential to keeping devices in good working order, so technical glitches don’t disrupt the learning process.
- Online Platforms: Schools should select secure, user-friendly online platforms that help with communication, resource sharing, and collaborative learning. Schools need to protect users from cyber threats and block inappropriate websites.
- Equipment Inventory: Keeping an accurate inventory of all ICT equipment helps schools manage their assets, plan for replacements, and minimize the risk of loss or theft.
- Roles and Responsibilities: Clearly defining the roles of all stakeholders—administrators, teachers, students, and parents—will help ensure the smooth implementation of the ICT policy.
- BYOD (Bring Your Own Device) Guidelines: Schools need clear guidelines on how and when students can bring and use own devices. These guidelines should specify which types of devices are allowed, how they should be used, and the responsibilities of students to ensure their devices are used appropriately.
Example of School BYOD Guidelines
Here’s an example of what school BYOD guidelines might look like:
- Device Registration: At the start of each term, students should register their devices with the school’s ICT department. Only certain types of devices—like tablets without SIM cards or newer laptops (not older than 3 years)—might be allowed, depending on the school’s policy.
- Communal Use: Students agree that, they will be okay with shared use of contributed devices with other students who didn’t afford to bring own devices, such as during group work and discussions. This helps mitigate digital divide and inequality in class.
- Educational Use: Devices should be used strictly for educational purposes. Devices can be confined to be used only within the lab, library or class, under the guidance of staff.
- Security and Updates: Students’ devices should have up-to-date antivirus software.
- Internet Access: Students must connect only to the school’s secure, filtered Wi-Fi and follow the school’s internet usage policies.
- Prohibited Activities: Non-educational use of devices during school hours is not allowed, and students should refrain from installing apps that aren’t approved by the school, as these might pose security risks.
As we progress with integrating digital tools in education, it’s crucial that these tools are used responsibly and within a clear framework. The Ministry’s Digital Agenda Strategy is a big leap forward, but its success hinges on schools adopting strong ICT policies. These policies will not only help make sure technology is used effectively in classrooms but also protect both students and staff from the potential risks that come with digital devices.
As an organization committed to the professional capacity development of science teachers (including the ICT teachers), Uganda Professional Science Teachers Union (UPSTU) stands ready to support schools in developing and implementing comprehensive ICT policies. We’re advocating for ongoing sensitization, secure data management, and the establishment of clear policies and guidelines for the use of ICT tools at school. By working closely with the Ministry of Education, school administrations, and other stakeholders, UPSTU looks forward to seeing that the introduction of students / parents – contributed digital gadgets in schools is done responsibly and effectively, enhancing the quality of education in Uganda.