Aboud Jumbe Secondary School Rep : simplebooklet.com

ContentsThis report will cover the following:• Project Overview• Project Beneficiaries• Installation & Networking• Teacher Training• Leadership & Student Training• Next Steps• Appendix

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The E-Learning Centre at Aboud Jumbe Secondary School has been successfully set up. The school is located in Dar esSalaam, Tanzania, and has 1296 students, 645 boys and 651 girls, along with 48 teachers, 20 male and 28 female. Theschool now features a fully equipped computer laboratory for digital learning, along with training and technical supportto ensure the successful integration of technology into education.Following the implementation of the project, the school saw a dramatic increase in ICS enrolment, jumping from five to373 students. Thirty-five teachers, 16 male and 19 female, were trained to teach the subject effectively. With improvedaccess to technology, the school is now better equipped to impart essential digital skills. Through collaborative effortsand infrastructure enhancements, Aboud Jumbe Secondary School is poised to offer a more comprehensive andcontemporary education, enriching students' learning experiences.1.Project Overview

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Project Beneficiaries2.Students enrolled in the ICS subjectForm 1 = 191Form 2 = 100Form 3 = 57Form 4 = 25ICT Club Students = 25 (students who arenot enrolled in the ICS subject)Direct Beneficiaries: 398Indirect Beneficiaries: 1134 Students registered for national exams:Form 2 National Exam =100Form 4 National Exam = 25

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The installation process in the school was carried out over five days, including:A local area network (LAN) with cabling, a network cabinet and networkswitch.Power supply to each desk, with Automatic Voltage Switches (AVS) to protectcomputers from electric surges or spikes.25 client computers and one classroom server connected to the network.3.Installation & NetworkingThe network ensures that all computers can communicatewith the server in order to:Access educational content stored on the serverAccess the internet once the switch in the lab isconnected to a modem.Collect usage data on each of the computers connectedto the network, which can be analysed to improveperformance

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Teacher Training... A baseline survey was conducted to understand teachers'skill levels and competencies, and identify any skill gaps. 35 teachers underwent training, 16 male and 19 female.The training delved into technological and pedagogicalcontent knowledge (TPACK) as the primary framework forincorporating ICT into teaching and learning.Following that, we honed in on specific technical skills,ranging from computer basics to Microsoft Office (Word,Excel, & PowerPoint), along with an introduction to theinternet and email for accessing online resources.Mr Dickson Matembo expressed his gratitude during thetraining, stating, "As the head of ICT in this school, I amthankful for the donation and the training you haveprovided. Hopefully, this year, we will see an increase inA grades in our school due to the impact of ourdonation."4.

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Leadership TrainingWe conducted training for six school leaders, including the head anddeputy head, the school board chairman and parents’ representative. Training spanned three days, each consisting of 3-hour sessions.Participants actively engaged in discussions, sharing insights intoEdtech and how leaders can influence its use in schools.The school leaders embraced the training enthusiastically. Over thethree days of intensive sessions, they explored various Edtech toolsand platforms, gaining a deeper understanding of how thesetechnologies can enhance teaching and learning experiences for bothstudents and educators.By the end of the training, the school leaders were equipped withpractical knowledge about Edtech and inspired to champion itsadoption within their institution. The school leaders developed the first draft of a school Edtech planthat outlined the mission, vision and objectives of Edtech use withinthe school, the activities they will implement to support it, andmetrics to assess performance. All leadership members whoparticipated in the training pledged to support integrating and usingICT in the school.5.

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We provide students with an understanding of the significance of ICT in their lives. The trainingconsisted of two sessions - the first covered theoretical aspects, while the second focused onhands-on practice. During these sessions, students could engage with computer content, including the Camara portal,which offers a wide range of educational materials and various applications.The school's head girl, Justina Jastin, expressed her gratitude, stating, "We deeply appreciatethe generous donation of computers to our school. These devices will enable us to explore,create, and learn innovatively."Student Training6.

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Camara will collaborate with the school to support the integration of ICT into teaching and learning byproviding refresher training, maintenance, and technical assistance. The project proposal specifies thatCamara will remain closely involved with the school for four years.Our monitoring and evaluation efforts will include assessing the implementation of the school’s Edtechplan and tracking key metrics such as the number of students enrolled in the ICT subject, ICT clubactivities and total computer usage hours at the school.Next Steps7.

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Thanks to your generosity and kindness,Camara has been able to implement thisproject, greatly enhancing ICT skills andeducational technology awarenessamong educators, school leaders andstudents. This couldn’t have been donewithout your support.The establishment of the e-learningcentre and the various training sessionshave had a profound and enduring effecton the school community. Camara willcontinue to work closely with the schoolover the next four years to ensure lastingchange and sustainable integration ofICT in teaching and learning.Thank You!8.

Aboud Jumbe Secondary School Rep

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