Embracing digital transformation: The need to scrap handwritten lesson plans by GES

The education sector in Ghana has seen immeasurable transformational changes over the years. These encapsulate: the adoption of modern teaching methods, the revision of the curricula, and the introduction of technology in classrooms, to mention a few.

The changes are steps towards ensuring that our educational system aligns with global standards. However, more needs to be done, particularly in the area of lesson planning.

Traditionally, teachers have been mandated to prepare their lesson plans manually in notebooks. A practice that has been in effect for decades. Despite its longevity, this method is fraught with challenges. It is undeniably labour-intensive, time-consuming, and imposes an unnecessary financial burden on both teachers and headteachers. Moreover, it is absolutely out of sync with the digital age we find ourselves in, where efficiency, cost-effectiveness, and technological integration are paramount.

On the contrary, it is commendable that leadership of the Ghana Education Service now permits teachers to submit printed or electronic lesson plans, should they choose to do so. But the time has come to take a more decisive step forward. It is necessary to completely abandon handwritten lessons in the service and transition to a more tech-friendly method. Instead of handwritten or even printed lesson plans, it should be mandatory for all teachers within the service to submit their lesson plans in an electronic format.

What is the Argument about?

The shift to digital lesson planning will not only drastically alleviate the workload on teachers, who frequently spend their weekends engrossed in planning lessons, but it will also trim down the operational expenses of schools. The financial implications of purchasing notebooks for lesson plans are considerable for headteachers. Taking into cognisance  the number of teachers in a school, and the fact that a single teacher could utilize two notebooks within an academic year, the accumulative cost is astronomical. To advance the argument further, transitioning to electronic lesson plans would eliminate this expenditure. Teachers could simply email their lesson plans to their headteachers. The headteacher will then review them and send them back to the teachers for implementation at the beginning of each week. The method will not just save money, but also time, as the process is far more streamlined and efficient.

Better still, the use of technology has become a necessity such that integrating technology into lesson planning will not only bring about cost and time efficiencies but will also provide an opportunity for teachers to be more innovative and creative in their lesson planning. The use of technology will allow teachers to easily access and integrate a variety of resources and multimedia content into their lesson plans, thereby enhancing the learning experience for students. Furthermore, electronic lesson plans can be easily updated and modified, allowing for greater flexibility and adaptability in teaching.

Moreover, electronic lesson planning will lead to more transparency and accountability. Head teachers and SISOs will be able to easily monitor and evaluate the lesson plans and provide constructive feedback to the teachers. Additionally, electronic lesson planning will encourage collaboration among teachers. They can share their lesson plans, resources, and teaching strategies, fostering a collaborative and supportive teaching community.

Implementation Measures

The transition will necessitate meticulous planning and adequate training for both teachers and head teachers. It will be the responsibility of District, Municipal, and Metropolitan directors to ensure the training is provided within their respective jurisdictions, ensuring that all participants are equipped with the necessary skills to implement this cost-saving policy effectively.

Challenges for Consideration

The formulators and implementors of this policy should consider the following potential challenges and barriers. They include: accessibility of technology and internet connectivity, especially in remote and underserved areas, limited training, technological Infrastructure gaps, financial constraints, user-friendly platforms, evaluation, teacher Support, collaboration among others.

Recommendations

• GES should formulate detail policy on E-lesson plans. It will enable teachers and head teachers understand the parameters within which they will operate. Directives may seem to be inadequate.
• It is essential to provide comprehensive training to teachers, head teachers, and other relevant GES staff. This training should cover the use of the necessary software or digital platforms, as well as strategies for integrating technology into lesson planning effectively.
• The government must prioritise improving the technological infrastructure in both urban and rural areas. This includes providing schools with computers or tablets, WIFI facility to ensure stable and reliable internet connectivity.
• The digital platforms used for lesson planning should be user-friendly and easy to navigate for teachers. It should also allow for easy feedback, evaluation, and collaboration among teachers and administrators.
• It’s important to regularly evaluate the effectiveness of digital lesson planning. This can be achieved through feedback from teachers and students, as well as through monitoring student performance and engagement by SISOs.
• Schools should provide ongoing support for teachers during and after the transition. This could include technical support for dealing with issues related to the digital platforms, as well as emotional support to cope with the change.
• The digital platforms for lesson planning should encourage collaboration among teachers. They should be able to share their lesson plans, resources, and teaching strategies, fostering a collaborative and supportive teaching community.
• Care should be taken to ensure that digital resources and platforms are accessible to all, regardless of their geographical location or economic status. This might involve providing hardware to low-income schools, or ensuring that platforms are usable on low-cost devices.

Conclusion

It’s high time for Ghana’s education system to fully embrace digital transformation. The transition from handwritten to electronic lesson plans is a crucial and necessary. It promises to streamline processes, reduce costs, and ultimately, elevate the quality of education. It’s time to bid farewell to handwritten and printed lesson plans and usher in a new era of digital lesson planning in the Ghanaian Education Service.

By: WISDOM KOUDJO KLU, EUCATIONIST/COLUMNIST, GREATER ACCRA REGION. [email protected]