ARUSHA — what began as a practical introduction to digital teaching tools during a UNESCO-supported training has left teachers in Arusha seeing classroom assessment in a new way, with Kahoot emerging as one of the tools that has generated the strongest enthusiasm among participants.
During the morning recap session, teachers reflected on their first-day learning experience, highlighting how hands-on exposure to Kahoot and Google Forms had demonstrated practical ways technology can support teaching, assessment and learner participation.
For the teachers, the significance of Kahoot was not simply in learning how to operate another digital application. Its appeal came from the possibility of turning routine classroom exercises and assessment into a more interactive experience, while helping teachers quickly check whether learners understand what is being taught.
One of the participants, Innocent Mshomba Karaine, a teacher from Mrisho Gambo Secondary School, said the training had given him a new understanding of how technology could simplify some of the tasks involved in preparing classroom exercises and assessing learners.
He said Kahoot had taught him a simple and faster way of preparing questions and exercises, as well as assessing learners’ understanding during the teaching process.
“I have learned how to prepare exercises easily and quickly, assess learners’ understanding and make teaching more interactive through games. This can attract learners and encourage them to participate fully,” he said.
For Mr Karaine, the experience demonstrated that technology can be used positively to support the teacher rather than replace the teacher. He therefore encouraged fellow educators to embrace digital tools and explore their potential in improving teaching and learning.
The excitement was similarly evident among other participants.
Zakia Mohamed Y. Hussein, a teacher from Ngarenaro Secondary School, described her experience with Kahoot as one of the most exciting parts of the training.
Although she had gained knowledge from different sessions, Ms Hussein said the practical experience with Kahoot particularly impressed her because of its potential to change the way teachers prepare and conduct classroom assessments.
She said the experience had made her reconsider her dependence on paper-based preparation of tests and exercises, and that she was now looking forward to using Kahoot with her students to make lessons more enjoyable and participatory.
“I want to go further with digital teaching because it will help me in my teaching, make learning easier for my students and reduce my workload. I am happy to have discovered an approach that can simplify both teaching and learning,” she said.
Her reflection points to one of the central attractions of digital teaching tools: making the teacher’s work more manageable while creating opportunities for learners to participate more actively.
The teachers’ responses during the morning recap offered an early indication of how practical digital training can influence teachers’ perceptions of technology. Instead of encountering digital tools only as concepts, participants were able to use them and reflect on how they could fit into their own classroom practices.
Kahoot, in particular, provided a practical demonstration of how a familiar classroom activity—asking questions and checking learners’ understanding—can be redesigned through an interactive digital format.
As the training entered its second day, the enthusiasm generated by the first day’s practical sessions provided momentum for teachers to continue exploring digital approaches that can support more engaging, responsive and learner-centred teaching.
For the participating teachers, the message emerging from the experience was clear: digital technology is not simply about putting technology into the classroom; it is about finding better ways to teach, assess, engage learners and make the work of the teacher more effective.
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