From Literacy towards Knowledge deepening in Banjika, Tanzania

A teacher undertakes the task of explaining structures in ways that are meant to be interesting and coherent to others, they become thoroughly engrossed

The objective of TabLab approach is give learners and their facilitators an opportunity to use the freely available quality technological resources to support teaching and learning of various subjects. This also include increasing enrollments in this poorly resourced school, making high quality teaching and learning resources available to all the students and teachers in the school, improving numerical, reading and literacy skills. Teachers in Banjika have now become aware of these goals and are identifying the components of the TabLab program that correspond to this goals.

The first term is coming to an end this first week of June, 2015. The corresponding changes embraced by the teachers since they started using the TabLab include development of their own ICT skills and incorporating the skills into relevant curriculum context. This has included setting aside time within their traditional curricula of other subjects for the incorporation of relevant productivity tools and technology resources. Changes in teachers pedagogical practice at Banjika has invloved the use of TabLab resources and digital content as part of whole class, group and individual student activities. Changes in teacher practice has involved knowing where and when to use TabLab for classroom activities and presentations, management of tasks and acquisition of additional subject matter and pedagogical knowledge in support of teachers’ own professional learning.

A number of teachers in the school now understand the basic principles of using the TabLab in teaching and so they consider how to make the best use of the interactive tablets. They have realized that using the tablets offers a new and enormous approaches like group talk, discussion, whole class activities and mathematical thinking to delivering on their curriculum. What needs to follow naturally is what I would call knowledge deepening. The aim of knowledge deepening would be to increase the ability of both the students and teachers to add value by applying the knowledge gained in subjects to solve problems. Teachers need to understand and be able to identify, design and use specific classroom activities that encourage knowledge deepening among students rather than coverage of content. I am really looking forward to the new term starting early July, 2015 to empower these teachers with competencies related to knowledge deepening approach.

This 60 year old Physics teacher is in a ‘flow state’ deeply and fully immersed in a productive activity of lesson preparation