ICT in the changing world

E very general computer networking class teaches the OSI and/or DoD networking models, and we all learn that everything begins at the bottom, with the physical level. Likewise, when it comes to IT security, physical security is the foundation for our overall strategy. But some organizations, distracted by the more sophisticated features of software-based security products, may overlook the importance of ensuring that the network and its components have been protected at the physical level. In this blog, we'll take a look at 10 of the most essential security measures you should implement now, if you haven't already done so. #1: Lock up the server room. Even before you lock down the servers, in fact, before you even turn them on for the first time, you should ensure that there are good locks on the server room door. Of course, the best lock in the world does no good if it isn't used, so you also need policies requiring that those doors be locked any time the room is unoccupie

Last week I was invited by  ITAU  (ICT Teachers' Association of Uganda) Chairperson,  Mukalele Rogers  to take part in the training of trainers' workshop. While there, I was surprised at the discoveries I made and the rate at which our country was taking digital learning. Its here that I realized that sitting at your desk day-in and day-out  impacts on your level of imagination and creativity. First members were given a chance to demonstrate how they were ensuring school continuity during the COVID-19 lock down. Being a member from an International school, I eagerly waited on my turn to showcase my skills and tech expertise. By the time the third participant finished his deliberation, I had lost all the guts to stand-up or say anything. The most annoying part here is when they kept referring to me as a member with diverse experiences and knowledge in these software looking at my background and current position. Hardly did they know that the platforms they were referring to as o

In many countries, information and communications technology (ICT) has a clear impact on the development of educational curricula. Here in Uganda, the ministry of education has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the government. In a survey conducted in some schools in 2015, results from some schools that try to teach ICT , show that teachers mainly focus on the development of theoretical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This shows the existence of a gap between the proposed and the implemented curriculum for ICT. The findings further conclude with the potential value of a school‐based ICT curriculum that ‘translates’ the national ICT‐