Within the EduSpots network, learners and Catalysts have benefited from access to a range of digital tools used to support teaching and learning.
EduSpots aims to equip each community with the necessary technological devices to promote access to further learning opportunities and equip learners with the skills needed to thrive in this digital age.
As such, these digital tools have become an integral facet of EduSpots’ wider goal to foster equitable learning opportunities in community-led environments. In light of this, Catalysts shared their thoughts on the impact of digital tools within their respective Spots following the distribution of two tablets and a Wi-Fi kit to all 30 communities with Catalysts participating in the Catalyse Leadership Programme.
Which tools are being used, and how?
The main devices that are being implemented across the network are tablets and Wi-Fi kits. At Bono Manso, a Spot based in a school with no computer access, Antwi Kofi shares that their tablet is used to “support the teaching of ICT”, which would otherwise not be possible at the school in any practical sense. At Posmonu Spot, Fu Joseph Atsu further explains that the tablet they have received is helpful for teaching and learning through “research, video and pictures”.
This is supported by Adom Saahene at Ejisu-Besease Spot, where devices are instrumental for “research and audio-visual learning”. At Akumadan, Abudu Gifty explains that the function of the tablets is threefold: firstly, “to keep the day to day records of the Spot by logging into the EduSpots app”, secondly, “for research [for students who] get access to online education [by] using the tablets”, and finally, for Catalysts “to keep track of the time and activities they participate in at the Spot to show their engagement”. Kofi Boadi from Banda Kabrono Spot also emphasizes the positive impact of tablets on the writing of reports and monthly challenges.
Projectors that have been distributed to some Spots are also used to enable lessons to become more easily accessible to everyone in the classroom space. Seidu Khadijah at Zangbalun Spot adds that the projector serves “to enhance interaction and participation” among students, because with a larger screen, learners are more included and thus engaged.
Some Spots are also fortunate to benefit from smartphones and desktop computers. This is the case at Ahenkro Spot, where in addition to the tablet and Wi-Fi kits, learners can access a wider range of applications and functions. Ernest Rutherford Fordjour of Ahenkro Spot highlights that while tablets are used for Catalyst-managed resource organisation, Spot activity tracking, and challenge submission across all educational strands, computers provide learners with access to a wider range of applications such as Microsoft Word, Canva, PowerPoint, Corel Draw, and Adobe Photoshop.
Smartphones are also used to “support digital drive workshops”, “fill out surveys sent from the EduSpots team”, and enable engagement and communication with the wider EduSpots network through the use of the EduSpots app.
Ahenkan Joseph from Ameyaw Spot delves deeper into the positive impact on learners since the incorporation of digital devices, where they have created “a modern, inclusive and engaging learning environment that supports learners’ academic and personal growth”.
Finally, Nimatu Abdul-Rahman from Savelugu Spot shares that digital devices have helped to “increase learning outcomes, Catalyst engagement and tracking of progress”.
Are there any challenges faced when using the digital tools?
Whilst Catalysts highlight the overwhelming benefits of digital tools on the educational development of students, they also raise important points about the current scarcity of devices and issues faced when connecting to the internet. For example, Issahak Norga Issahak explained the challenges facing Sakasaka Spot due to the limited number of tablets – “imagine 15 learners around a single device”, he asks. Many Catalysts hope for an increased number of devices in order to create an optimal distribution ratio to the number of students.
Ernest Rutherford Fordjour also analyses how data bundles for research purposes and training sessions at Ahenkro Spot are very costly, thereby hindering frequent internet access. In addition to this, he notes how improved digital teaching skills and increased technical support would allow the digitalisation agenda within the Spots to develop.
What changes in learners have resulted due to the digital tool implementation?
Many Catalysts have seen significant positive change within their learners upon the implementation of digital tools. Firstly, learners have notably widened their breadth and depth of knowledge, as Alhassan Asana from Kalpohin Spot notes, by using educational platforms like Google and Youtube for research purposes. Issahak Norga Issahak from Sakasaka also notes that access to technology and the resulting acquisition of new digital skills has increased student confidence. Ernest Rutherford Fordjour describes this positive change as students taking “ownership of their learning space” – where teachers guide learners towards independence. Additionally, Catalysts such as Solomon Yawson from Ekumfi Spot note the increased turnout in various strands. Whilst this may be accredited to the entertaining aspect of digital device use, Rita Otabil from Ampatano Spot remarks that it may also be due to the way learners are now held accountable because of electronic participation records at Spots.
Has it been easy for learners to adapt to using digital tools?
Catalysts are unanimous in remarking at the ease of the implementation of digital tools in Spots and their adaptation by learners. Some Spot leaders, such as John Kofi Nuvormawor at Agbledomi Spot, note how learners have reacted so positively to the use of devices that students sustain their interest throughout the club session for longer periods of time. Issahak Norga Issahak emphasises how digital tools enhance learning by making it easier, more accessible, and engaging. He highlights IT education as a prime example, where the combination of integration of theoretical and practical elements has proven beneficial.
What have been the key changes for Catalysts?
According to Dorcas Clayman from Gomoa Manso Spot, the introduction of more devices has solved the problem of students depending on faulty desktop computers for their studies. Catalysts like Rita Otabil (Ampatano Spot) and Seidu Khadijah (Zangbalun Spot) have also recognised how digital tools help to connect students with the world outside the classroom, as teachers may support learners with their emotional and social needs by staying in touch with current topics.
Next steps
As such, digital devices are an essential facet of the EduSpots’ network, appreciated by both Catalysts and learners for the integral aspect they play in helping learners flourish in their educational journeys.
Next steps include ensuring all Spots receive an equitable distribution of enough high-quality devices to truly support students and Catalysts. Currently, with just 2 devices per Spot, many students are clustered around devices and are not able to receive the full benefits of accessing the tool and developing their own skill-set.
To support EduSpots in acquiring further digital devices please visit our JustGiving page www.justgiving.com/eduspots – just £200 can support a community with a device and a wifi kit with data support for a year.