Kolibri Virtual Learning Space • September 2021

Topic: Teacher training and ongoing educator support with Kolibri

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WWW.LEARNINGEQUALITY.ORG

This is the second webinar session for Kolibri Virtual Learning Spaces, an initiative designed to support Learning Equality’s vision of building community and sharing learnings within the Kolibri community.

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• Name, Role, Location

Edit your name to include more info...

Objectives

1. Introduce LE’s approach to educator support and the Training of Trainers’ model
2. Introduce the new toolkits for the non-formal and EiE context
3. Hear experiences from members of the Kolibri community
4. Discuss and share successes and challenges with conducting trainings amid the pandemic and beyond

One African Child

Agenda

FunSepa | Guatemala

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CARE Peru

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Elimu | Kenya

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Introduction + LE’s approach to educator support

Panelist Presentations and Q&A

Kolibri Edtech Toolkit

Breakout groups

SAFA | India

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Hello from our team!

Today’s Facilitator:

Laura Danforth

Communication

Ask questions in the chat!

Please remain on mute so that we can hear our presenters clearly

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Share thoughts with the broader virtual community on social media using #KolibriFly

New Arrivals Institute | USA

New Arrivals Institute | USA

ClnL | India

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Photo Credits: SIL Cameroon

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In the chat, please share your name, organization, and country.

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Kolibri

An adaptable open solution that overcomes infrastructural barriers preventing equitable access

Wide variety of hardware (legacy/lost-cost)

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Offline-first

access and distribution

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Lewa Downs Primary at Lewa Wildlife Conservancy | Kenya

Seamless distribution and data syncing

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Our Approach to Educator Support

• Educator-facing resources
• Coach dashboard to support differentiated and personalized learning
• Adaptable and customizable toolkit of resources on how to implement Kolibri in a blended learning environment
• Collaboration between the Kolibri community and fostering communities of practice

The Kolibri EdTech Toolkit - what is new?

• Materials for ongoing support to educators
• Kolibri Studio Curriculum Alignment Training Materials
• Implementation pack in new languages - including Marathi, Hindi, Swahili, Arabic, French, and Portuguese
• Non-formal training pack
• Education in Emergencies and Crisis Contexts (coming soon)

https://learningequality.org/r/toolkit

Toolkit Adaptations to Different Contexts

Formal learning

Distance learning amid COVID-19

Non-formal learning

Education in Emergencies and Crisis

Interested in reviewing our new non-formal and EiE packs? info@learningequality.org

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Kolibri Studio Training Materials

Video tutorials, Workbook and supporting training decks

Sample ToT Training Workflow

Implementing staff uses Toolkit materials to familiarize with Kolibri

Staff delivers 2-day training to “champion teachers,” a subset of teachers who will be using Kolibri

Champion teachers deliver 1 day condensed training to the rest of their colleagues back at their respective schools

Learning Equality Training Sessions

Poll Time

1. Have you used the Kolibri Edtech toolkit materials to train others in your organization?
• Yes
• No

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• How often do you plan and facilitate professional development at your organization?
1. Very often
2. Sometimes
3. Never

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Lewa Wildlife Conservancy | Kenya

Isaac Ogwal

Luweero Diocese

Education Department

Omang Agarwal

Pratham

Francis Kagutha

Windle Trust International, Kakuma

Maxwell Fundi

Edutab Africa

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Ephantus Mutiga �Murira

Mbuinjeru SS

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Jack Dujanovic

Idaho Department of Correction

Isaac Ogwal

Luweero Diocese

Education Department

Omang Agarwal

Pratham

Francis Kagutha

Windle Trust International, Kakuma

Ephantus Mutiga �Murira

Mbuinjeru SS

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Jack Dujanovic

Idaho Department of Correction

Maxwell Fundi

Edutab Africa

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Kolibri Virtual Learning Spaces: �Teacher Training and Educator Support with Kolibri

Master of Education Planning and Curriculum studies

ICT Consultant Luweero Diocese Education Department (Uganda)

ICT Teacher at Ndejje Senior Secondary School

Website: ICTug.com

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Presenter: Ogwal Isaac

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Email: ogwali52@gmail.com

Luweero Diocese secondary schools

Opportunities

• 27 secondary schools
• Est. 9,000 students
• 40 ICT teachers
• Change in curriculum (2020)
• Emphasis on Learner centred learning

Challenges

• Rural areas
• Power problems
• Very few computers compared to the number of students
• No internet or bad internet
• Most of the teachers have never touched a computer
• Frontal learning

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By Ogwal Isaac

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The situation

By Ogwal Isaac

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Kolibri introduction�Before closing schools due to Corona virus�

• Kolibri overview and importance: �Heads like Bishop, Education department, Head teachers, ICT teachers
• Preparing schools
• First ICT basic workshops for teachers in some schools
• Kolibri Workshops for teachers in model schools
• Installing Kolibri in 9 schools on at least one computer and a short one on one training� for the ICT teachers
• Plan to train ICT teachers and teachers

By Ogwal Isaac

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Kolibri online training during in Lockdown

• Number of teachers trained
• 30 ICT teachers ( Trained in smaller groups – in 3 sessions)
• 130 teachers of other subjects (Trained in 4 smaller groups)
• 80 different teachers of the whole country�
• Session duration
• ICT teachers (3 x 1hr: 30minutes)
• Teachers of other subject areas ( up to 2hrs:30minutes)

By Ogwal Isaac

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Screenshots for online workshops

By Ogwal Isaac

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Topics covered for;

ICT Teachers

• Internet based Kolibri platforms (Uganda)
• Download and installation on computer
• Admin and learner
• Importing and Exporting resources
• Kolibri studio and content upload.

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Teachers of other subjects

• How to use Kolibri
• Accounts
• Internet resources
• Online Kolibri with resources from
• UNICEF and government
• NACSU
• Encouraged them to install offline Kolibri in schools

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By Ogwal Isaac

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Challenges while installing Kolibri on school computers

• Less space on the hard disks
• Less and some very old computers
• Improper installation of Windows 7 (e.g. dll are missing)
• Viruses are disturbing
• No networked computers in schools
• No soundcards and speakers on computers

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By Ogwal Isaac

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Solutions for our challenges

• For the teachers:
• Trained ICT teachers on Kolibri so that they can support other teachers
• Teachers: Trained them in ICT basics and then in Kolibri
• For the schools
• First install an actual antivirus program and do a full scan
• If possible install Windows 10 at least on some computers
• Use flash drives to install Kolibri and load the contents
• Give easy access for the whole class e.g. S1
• We don´t create extra classes on Kolibri because of the number of students in classes (e.g. 60 -100 students and they have 4 or 5 streams)

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By Ogwal Isaac

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Our tips for success

• Using own materials
• Creating own video tutorials because of special language accents
• Step by step explanations for everything
• Own learning contents: e.g. ICT tutorials
• Use of our YouTube channel and the website.
• Seeking the acceptance: Engaging the heads of schools etc.
• Trainings
• One on one training – best start with ICT teachers
• Small groups, so that they can ask for clarity
• To make it easier for the beginners: no special classes
• Use Kolibri online trainings if possible

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By Ogwal Isaac

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Isaac Ogwal

Luweero Diocese

Education Department

Omang Agarwal

Pratham

Francis Kagutha

Windle Trust International, Kakuma

Maxwell Fundi

Edutab Africa

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Ephantus Mutiga �Murira

Mbuinjeru SS

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Jack Dujanovic

Idaho Department of Correction

Pratham - About Us

PROGRESS METER - 2019-20

Pratham is an innovative learning organization created to improve the quality of education in India. Established in 1995 to provide education to children in the slums of Mumbai, Pratham has grown in both scope and scale, with programs today reaching children and youth across the country.

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As one of the largest non-governmental organizations in the country, Pratham focuses on high-quality, low-cost and replicable interventions to address gaps in the education system. Working directly with children and youth as well as through large-scale collaborations with government systems, Pratham programs reach millions of lives every year.

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Programs at Pratham��Education - From early childhood to secondary school, our education interventions work towards the goal of “every child in school and learning well”��Vocational Training - empowering disadvantaged youth by providing vocational training opportunities��Research & Advocacy - Since 2005, the Annual Status of Education Report (ASER) is the largest citizen-led survey in India. ��Vulnerable Children Our PCVC works towards prevention of child labour & exploitation, rescue & repatriation, rehabilitation, awareness & advocacy.��Pratham Digital - As Pratham’s digital unit we are building learning platforms and products, digitise content, implement digital learning initiatives and use AI/ML for research. ��Pratham-Shah Family PraDigi Innovation Centre

Pratham Digital - Building Edtech for Scale

2015

�Started the Digital experimentation �

2016-19

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• Creating content for age groups 3-18+ and 11 regional languages and English
• Building intuitive technology tools for learning
• Spreading digital across Pratham programs

2020

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• Digital content shared with governments and communities
• Low-tech resource creation – SMS, TV, Radio
• Apps for government use – Delhi, HP
• Expansion to 4000 new communities through YouthNet Platform�

2021 and beyond

Pratham Shah family PraDigi Innovation Centre

• 400 villages
• 3000 tablets for experimentation

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• 33,000 tablets across 3200 communities of Pratham programs
• 1000 villages of experimentation
• 5600 videos, 500 games and many learning products in 12 languages

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• Partnership with 14 state governments , 700 content partners in 20000 communities

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Pratham Digital has been implementing EdTech intervention at scale in India for the last 5 years; with experienced (and innovative) digital content and technology units, and agile field teams.

Social Structure ��- Interacting with community stakeholders �- Raising awareness on community education scenario �- Creating ownership amongst them for the learning interventions.

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�Digital Infrastructure��- Providing access to digital devices and �- Enhancing creation of open learning spaces. �- Motivating volunteers to facilitate and ensure learning for all��

Learning Content

�- Building engaging and interesting content for learners. �- Three domains of learning – preparation for school, work and life. �- Task based games to enable computational thinking in learners.�- Curating videos and games into interesting “courses” making � learning a choice driven process.

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Pratham Digital - Our Formula of Success

Updating Content & Data in communities

Option 1

Option 2

Option 3

Our community models not only help us reach remote corners of the geography but also inspire us to innovate how to update content continuously while measuring for learning and engagement

Over the Internet

Via SD Cards

Content Repository

While OTT is best for scale, the fact that communities lack connectivity and cost of internet forced us to think about offline measure.

While SD cards solve the connectivity issue, they also promote expenses incurred in recycling updated and damage cards.

A content depository hlps devices �get updated even without internet connectivity and helps the �intervention team in getting usage data in real time.

Collaboration with Raspberry Pi and Kolibri

Kolibri Studio � Content

Pratham Server Data

Content Repository - How it works

How a Digital Device Library Kit works ?

Raspberry pi is a micro-computer with the following applications�

• Content Repository is hosted on top of Raspberry Pi and catalogued on Kolibri. �
• Provides structured and filtered access to internet for the learners.�
• Plugged to a screen, it can help the viewing of content in schools and other learning centers. �
• Store content and enable sharing as and when required.�
• Used as a Micro computer to help young students learn coding

Features

Products

Digital Device Library Model

DDLs access our content via Kolibri Studio

Our suite of content has 7000+ units across Maths, English, Science, Life, Vocational and Computing skills.

Social Infrastructure backed Programs

Our belief in social infrastructure has helped us engage a variety of learners while engaging them as stakeholders in the project.

We work with the community to create an environment of learning. This is done by interacting with different stakeholders of the community, raising awareness and creating ownership. ��1. Community leaders help us spread awareness about the educational situation of the community and ways to improve it. �

2. Parents especially mothers help us engage the students by being physical nudges who remind students to join their digital study groups. They also learn about parenting via the devices. �

3. Children as the primary focus, students engage their peers in activities which creates a wave of engagement. �

4. Youth in the community helps both in facilitating and leading the programs while undergoing vocational skills training.

1 Youth Volunteer +�1 PraDigi Kit

Facilitates Programs in their village

Teacherless Model - Building Youth Leadership

Children using the �PraDigi kit to learn �at a Community Center

Youth teaching children at a house in the village

Youth are trained �at Community Centres

Our Training Model

Impact & Learnings

3000 �Youth Trained

60000 �Students Impacted

Build your own guide

Increase accessibility via training on HW + SW

Limit the content channels

Encourage exploration of content

Be Inspired by LE manuals

Engaging is better than Reading

Isaac Ogwal

Luweero Diocese

Education Department

Omang Agarwal

Pratham

Francis Kagutha

Windle Trust International, Kakuma

Maxwell Fundi

Edutab Africa

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Ephantus Mutiga �Murira

Mbuinjeru SS

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Jack Dujanovic

Idaho Department of Correction

TEACHER TRAINING AND ONGOING EDUCATOR SUPPORT WITH KOLIBRI

PRESENTED BY:

FRANCIS MBUGUA KAGUTHA

ICT COACH - KOLIBRI

WINDLE INTERNATIONAL KENYA

KAKUMA

Kakuma school managers & senior teachers training on KOLIBRI usage and adoption.

Introduction

• KOLIBRI has been running in Kakuma since August 2018.
• Much coverage was in the Kakuma refugee schools and community centers.
• Host community schools (Our Lady’s and Tarach Secondary Schools) successfully embraced KOLIBRI in 2021.
• COVID-19 has paved way to innovative offline education resources of which KOLIBRI stands out as the preferred option for Kakuma users.

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Why train Kakuma teachers?

• One cannot teach what one does not know!
• It is easier for school managers & senior teachers to motivate their peers.
• Teachers Service Commission (TSC) requires teachers to provide evidence of ICT inclusion in their teaching activities.
• School managers and senior teachers have a longer stay in schools as compared to ordinary teachers.

The Kakuma KOLIBRI teachers’ training.

• Training conducted from 17^th – 20^th October 2020.
• Successfully reached a target of 60 teachers comprising of:
• Principals
• Deputy Principals
• Senior Teachers
• Heads of Departments (HODs)
• Training sessions conducted in two cohorts.

Training methodology

• A mixed blend of refugee as well as host community teachers.
• 2 cohorts of 30 teachers per cohort.
• Training days: 2 full days for each cohort.
• Training components:
• Theoretical skills
• Practical skills

Focus areas of the teacher training.

• Training components focused on:
• Knowledge – Expound on blended learning and Kolibri’s role in it.
• Skills – Facilitating teachers’ practice on how to use and incorporate Kolibri in L & T activities.
• Mindset – Foster positive mindset in embracing EdTech learning spaces.
• Practice – Using KOLIBRI in the classroom.

Topics covered…

• Introduction (Session 1)
• The KOLIBRI interface
• Kolibri components
• Kolibri library
• Models of blended learning (Session 2)
• Defining blended learning
• Identifying some forms of blended learning
• Contextualizing blended learning in local setup.

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• Planning a KOLIBRI class (Session 3)
• Identifying resources to use in a lesson
• Importing resources
• Lesson creation and delivery
• Preparing and administration of quizzes
• Exploring the coach account (Session 4)
• Navigating through the coach account
• Understanding basic rights as a coach
• Viewing learners’ progress
• Dealing with challenges of ICT integration in Kakuma schools.

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KOLIBRI training materials used

• 2 KVF Servers.

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Other adapted equipment included;

• 35 INS tablets
• 6 laptops
• 1 projector
• Personal devices for teachers

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Feedback from participants…

• KOLIBRI training should be on-going.
• Thorough inclusivity of KICD content in addition to alignment.
• The ability of teachers to import own content in KOLIBRI to use with their learners.
• Revamping of current KVF server to accommodate more users as well as increased processing speed.

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Next steps…

• Proposed host community teachers and learners refresher sessions.
• Rolling out of KOLIBRI usage by learners in host community schools.
• Expanding the number of KOLIBRI users during school times as well as school holidays.

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Tips for success

• Strengthening local support by partners (UNHCR, WIK, MOE etc).
• Holding sessions for KOLIBRI teams (bootcamps, hackathons, conferences) for idea sharing and expanding networks.
• Incorporating other EdTech resources (e.g. e-kitabu) in the KOLIBRI platform to support local content.

KOLIBRI training pictorials

Kakuma KOLIBRI team

Mohammed Haji

KOLIBRI Project Coordinator

UNHCR Kakuma

THANK YOU

THE END

Isaac Ogwal

Luweero Diocese

Education Department

Omang Agarwal

Pratham

Francis Kagutha

Windle Trust International, Kakuma

Maxwell Fundi

Edutab Africa

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Ephantus Mutiga �Murira

Mbuinjeru SS

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Jack Dujanovic

Idaho Department of Correction

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Edutab’s Experience on Teacher training in implementation Kolibri in Kenya

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Maxwell Fundi

Ephantus Mutiga Murira

https://www.edutab.africa

Slide 62 of 12

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Who is Edutab Africa?

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• An Educational Social Enterprise in Kenya
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• Founded by a Multidisciplinary team of Educators, Computer Scientists and Development specialists.

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• Our work ranges from Education project implementations, Collaborative Research, technology driven and innovative learning projects.

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https://www.edutab.africa

Slide 63 of 12

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Our experience

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• Started using Kolibri in 2018 in Western Kenya

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• Initially visited schools weekly

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• Trained both learners and educators simultaneously with mock sessions.

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• Contextualised the Kolibri training toolkit to fit schools needs.

https://www.edutab.africa

Slide 64 of 12

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Our experience

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• In 2019 malindi we conducted a Kolibri training for 20 teachers in Malindi Kenya

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• Through Partnership with Elimu resource center more teachers were trained on implementation of Kolibri

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• In 2020 amidst the pandemic we explored ways to broadcast the Kolibri content through a community network.

https://www.edutab.africa

Slide 65 of 12

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Our experience

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• In 2020 we organized a workshop in Embu county of 22 teachers from 11 schools

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• Explored ways of using government provided tablets

• One school set up as a demonstration site

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• Largely used the Kolibri training toolkit

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https://www.edutab.africa

Slide 66 of 12

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Personas

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Teacher Y - Embu County

Teaches Biology and Chemistry

Trained over a year ago by Edutab on ICT integration

His secondary school has no ICT infrastructure

Used government tablets from the primary school section and his personal laptop

Took it up to learn and started implementing in his classes

He has also gone out to train other teachers

https://www.edutab.africa

Slide 67 of 12

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Mutiga’s experience.

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• Supported in training three schools in Embu and Meru counties in kenya

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• Used knowledge and resources given by Edutab during the training in 2020

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• I found teachers very enthusiastic

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• I support these schools remotely now using anydesk

https://www.edutab.africa

Slide 68 of 12

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Thank You

https://www.edutab.africa

Slide 69 of 12

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Isaac Ogwal

Luweero Diocese

Education Department

Omang Agarwal

Pratham

Francis Kagutha

Windle Trust International, Kakuma

Maxwell Fundi

Edutab Africa

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Ephantus Mutiga �Murira

Mbuinjeru SS

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Jack Dujanovic

Idaho Department of Correction

Idaho Department of Corrections

Share your questions in the Q&A box!

Breakout groups

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In your breakout groups -

10 minutes

Instructions:

• Make sure everyone has a chance to speak
• Unmute and (if possible) share your video
• 10 minutes to discuss with a 60 second warning/countdown

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In your breakout groups -

10 minutes

• Introduce yourself, share your geographic location and context of work, and familiarity with Kolibri
• Share one success and one challenge in supporting educators on using edtech during the pandemic

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In the chat - shareback

Using keywords/phrases, share in the chat…

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What did you learn in your breakout room?

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Photo Credits: New Arrivals Institute

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