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Background
The emergence of technology has impacted every facet of our lives, particularly the way we communicate with each other. Indeed, technology has become an integral and indispensable part of our lives to the extent that all sectors of our economy including finance, banking, insurance, health, agriculture, tourism, and hospitality, among others, rely on one form of technology or the other to thrive. Despite the infusion of technology in every sector of the economy, perhaps one sector seeing a growing infusion of technology is education.
The application of technology in education is on the rise and its impact on teaching and learning in schools cannot be overemphasised. Though the application of technology in education has a long history with countries across the globe achieving different levels of infusion over the years, perhaps a watershed moment, on a global scale, that generated significant actions towards the application of technology in education service delivery was the emergence of the COVID-19 pandemic.
The emergence and spread of the virus led to varied measures, including partial and total lockdown directives, to contain its spread. In Ghana, one of the early measures taken to stem the spread of COVID-19 was country-wide school closures through an address in which the President of the Republic directed the immediate closure of all public and private schools in Ghana. With school closures, the government, the private sector, civil society organizations, technology firms, and academic and research institutions, had to find alternative but innovative ways to ensure education service delivery was not curtailed.
Importance of technology in education
In a globalized world economy, the importance of technology in education cannot be over-emphasized. Technology provides students with access to countless online resources, encouraging them to carry out research and therefore become more independent in their studies. Technology also simplifies learning by making concepts more digestible, for example, through an instructional video. It is also important to recognise that there are various learning styles and traditional education methods may not be catering to them all. Additionally, some people do not thrive in classroom settings and therefore having access to technology-enabling online courses enables them to study virtually and gain qualifications that they may not have been otherwise able to acquire.
In terms of teaching, technology is being used to teach differently, whether through online learning or merely showing a video in a classroom. Teaching is now more than a lecturer in front of a blackboard and technology has been an integral part of its development. Today, information communication technologies enable teachers to deliver lessons, give learners an online quiz, and provide them with instant feedback. Technology also contributes to the quality of content delivered as the internet enables teachers to do basic research on topics ahead of their engagement with learners.
Relatedly, during the COVID-19, school closures, for instance, many public and private pre-tertiary and tertiary institutions continued to deliver education to their students utilising a variety of information communication technologies. Lectures were delivered online, and students took and submitted examinations online. In effect, though schools were closed, technology ensured that education delivery was not curtailed.
Leveraging technology for education – CAMFED’s contribution
CAMFED Ghana continues to implement education and empowerment programs for school children and young women as a means of supporting them to find a pathway out of poverty for themselves and their families. The focus has been on addressing the unique challenges faced by girls and young women from marginalized rural backgrounds.
As a technology-reliant organization and recognizing the pivotal role technology plays in teaching and learning, and education as a whole, CAMFED has over the years implemented a number of education technology interventions.
Through initiatives such as the Mobile Learning Lab (MLL) Project, CAMFED provides access to high-quality educational content in under-resourced rural schools. As part of the MLL project, Rachel Plus devices (offline content servers offering curriculum-based material via Wi-Fi), along with tablets and soundbars, enable students to engage with digital content even in areas with limited connectivity. In 2023, this initiative provided about 2,500 girls with access to technology, significantly improving their understanding of STEM subjects and boosting their proficiency in using digital tools.
As a result, there was an increase in student engagement, improved academic performance, and the formation of peer learning groups. After 12 months, these technology assets have been handed over to the schools, allowing them to self-manage and sustain the impact of the interventions.
CAMFED also provides essential technology – content, devices, and infrastructure – at central hubs to ensure that young women in rural areas have direct access to tools and content that increase their chances of participating in the digital economy as a strategy for poverty reduction. Additionally, through strategic partnerships with like-minded organizations such as CENDLOS and TECHAiDE, CAMFED ensures that its interventions align with industry standards.
These partnerships also offer access to additional resources that CAMFED may not otherwise have. For example, CAMFED’s partnership with CENDLOS has given CAMFED clients access to curriculum-aligned content to be used in schools. In addition, CAMFED’s recent partnership with TECHAiDE will provide some 700 students in the Central Region access to education technology to improve education outcomes in junior high schools.
Another technology intervention is through direct IT enhancement programs under which CAMFED provides IT training for young women and adults. These capacity-building programs are supported through central locations equipped with IT assets such as digital content and devices. In addition, most volunteers have access to mobile technology in district-sited resource centres through a device borrowing policy. Through the borrowing of digital learning tablets, CAMFED’s Guides gain access to additional content to enhance their engagement with other young women on topics including financial literacy, sexual reproductive health, business management, and leadership.
Young women leveraging technology to lead change
As a result of the technology interventions of CAMFED and partners, many young women have been empowered to lead change using technology as an enabler. For instance, Adelaide Dede Abaidoo, an IT professional with a degree in Information Technology and a CAMFED Association (CAMA) member, uses her technology skills to improve her community by teaching girls how to use computers. These practical lessons give the girls the chance to learn about digital tools and computers, enabling them to gain skills and confidence for careers in IT.
By offering this training, she is helping to close the technology gap in rural areas and preparing more young women for future success. In her mentoring work with CAMFED as a Leaner Guide, Adelaide has also used technology to support her advocacy for education and women’s empowerment. As a Teaching Assistant at the Computer Science and IT Department at the university, she supports students with their technology needs for education.
Similarly, Khadija Iddrisu, a CAMA member, who is passionate about technology and its development application, is currently pursuing her PhD having previously acquired a bachelor’s degree in Computer Science from the University for Development Studies and a master’s degree from the African Institute for Mathematical Sciences (AIMS).
Her thesis project at AIMS focused on the use of deep learning architectures for the segmentation of brain vessels. This initiative greatly motivated her to pursue machine learning research as a step toward becoming an expert in machine intelligence. During her spare time, Khadija used to volunteer to work on the Women in Machine Learning and Data Science organizing team. Additionally, she worked on a team that produces machine learning content on Instagram. Khadija also represented Ghana in the 2022 Deep Learning Indaba, during the Africa Research Showcase Day. Deep Learning Indaba is Africa’s largest machine-learning conference. Because of Khadija’s research, she also attended the biennial Diverse Intelligence Summer Institute in St. Andrews, Scotland.
Adelaide and Khadija’s stories bear ample testimony to the great potential that can be unleashed when young women are supported to study STEM and pursue careers in technology. CAMFED and its partners such as the Ministry of Education, Ghana Education Service, CENDLOS, and TECHAiDE, affirm our commitment to work collaboratively to expand the deployment of technology in education. We will also work towards SDGs 4 and 5 which are on the attainment of quality education and gender equality respectively. Attainment of the goals is important for empowering girls and ensuring that across the world, their vision for the future is achieved.
