I’m surprised that ICT in the class room does not simply mean carrying expensive laptop or tablet to classroom. Many a times teachers blame administrators for not buying enough computers for example. The case studies of Mr. Shabukali and Mrs. Bwalya show that we do no need to be expensive and sophisticated; rather, we could adapt our conditions and resources available to deliver a learner-centered lesson like in the case of Mrs. Bwalya. Mrs. Bwalya uses technology to provoke students to converse hence putting them at the centre of action. She simply uses a phone connected to a projector and asks students to discuss in groups the correct steps of the life cycle of a frog from a jumbled list. Mr. Shabukali on the other hand gets nervous and makes mistakes in the presentation of the past tense of the verbs ‘ring’ and ‘bow’ despite having a computer and projector. As a result, the lesson flops for learners are nervous and inactive. Resorting to asking students to do the exercise on pg 21 of the text books is the hallmark of frustration and shows inadequate preparation.

I’m encouraged that I could embed simple ICT that is meaningful and adds value to the students and TESSA OER in French and English language to deliver effective learner-centered lessons.

I would wish to know how to, with our in-service teachers, carry out online lessons effectively and professionally using a variety of media and also how to create such online platform.