District Directors of Education and Sector Education Inspectors Trained to Monitor the utilization of modernized teaching tools

04 Feb 2024

In a concerted effort to enhance the quality of STEM (Science, Technology, Engineering, and Mathematics) education in Rwandan schools, District Education Directors (DDEs) and Sector Education Inspectors (SEIs) underwent recently in Musanze District training focused on the monitoring and evaluation of trained Mathematics and Science teachers. The training delved among others into the effective utilization of resources and ICT (Information and Communication Technology) tools in teaching Mathematics and Science.

Educational resources are designed to reinforce learning and help teachers to deliver the best quality lessons. These tools aim to foster collaboration between teachers and students.
This explains why Maths and Science teachers who completed the trained in the Continuous Professional Development in Innovative Teaching Mathematics and Science conducted by the University of Rwanda-College of Education (UR-CE) in collaboration with the Rwanda Basic Education Board (REB) under the Rwanda Quality Basic Education for Human Capital Development Sub-component 1.2 are required to put into practice the knowledge and skills gained. They also must use the modernized teaching tools availed to their schools.

Education leaders were given insights into the use of resources and ICT Tools in teaching Mathematics and Science so that they can effectively monitor their use by trained teachers. The objectives aimed to equip education leaders with an awareness of available ICT tools in schools, foster an understanding of e-resources for innovative teaching and learning approaches, and showcase the pedagogical opportunities offered by new technologies to actively engage students in STEM subjects.

The training highlighted two key components : e-resources and ICT tools. Electronic resources, encompassing materials in digital format accessible electronically, were exemplified through various mediums such as electronic journals, images, videos, and textbooks. Examples like OpenStax (openstax.org/subjects/view-all) were shared, emphasizing their necessity in modern education.

Notable educational software programs like GeoGebra for mathematical applications and ChemSketch for chemical illustrations were introduced to the participants. Microsoft Teams and OneNote were emphasized due to their integration into scripted lessons developed under an agreement between Microsoft and the Ministry of Education.

Moreover, the training delved into the use of educational software programs for Mathematics and Science across different grade levels. For lower grades (S1-S3), applications like GeoGebra and Book Widgets were highlighted, emphasizing their multifaceted approach to teaching various STEM concepts. For upper primary levels (P4-P6), programming tools like Turtle Art and Scratch were introduced, aimed at cultivating computational thinking from an early age.

Additionally, the participants were acquainted with the concept of Virtual Science Labs (VSLs), interactive simulations replicating physical laboratory settings. The ongoing RQBEHCD project, sub-component 1.2, has spearheaded the development of VSLs for Biology, Chemistry, Mathematics, and Physics subjects, enhancing practical learning experiences for students.

Looking forward, the second phase of VSL development aims to expand the repertoire of virtual laboratories, promising a broader array of interactive learning experiences across STEM disciplines.

The training concluded with a renewed commitment from DDEs and SEIs to diligently monitor the implementation of trained educators and the adoption of modernized teaching tools, ensuring the delivery of quality STEM education to Rwandan students.

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