The use of racial slurs by white students at a European university drove the Kenyan scholar Dr. Tom Mboya Okaya to seek sanctuary online while teaching there for two years following his PhD.
“I could tell that they had doubts about my competency based on my accent and skin tone whenever I appeared in front of them during lecture sessions, in contrast to how they viewed white professors, and this made me uncomfortable, hence my preference for doing it online,” he recalls.
Dr. Okaya, who now serves as a Teachers’ Service Commission (TSC) director in charge of teacher management in Kangema Sub County, Murang’a County, describes the event as a blessing in disguise, despite feeling humiliated at the time.
Dr. Okaya, who for 16 years was the national trainer and coordinator for Science. Technology, Engineering, Mathematics (STEM) and Physics at the Nairobi-based Centre for Mathematics, Science and Technology Education in Africa, says that his online experience and knowledge have proven relevant in this COVID-19 era, when the closure of learning institutions has pushed e-learning to the forefront (CEMASTEA).
Dr. Okaya launched as a trial program STEM online lessons on the Zoom platform, which he describes as a learning management system that, unlike radio and television, allows for a more intimate teacher-student engagement like a traditional classroom.
Dr. Okaya explains, “The rationale behind the introduction of online STEM lessons, which will eventually include non-STEM subjects, was not only to reinforce the existing initiatives, but also to increase the learners’ voices, interaction, and engagement during learning, such as question-and-answer sessions in addition to online chat.
According to him, 48 teachers were initially identified after WhatsApp calls were made to the principals of STEM schools. “Initially, the teachers displayed a lack of technology proficiency and struggled to use the Zoom Platform, but there is now evidence of technological improvement. Dr. Okaya is ecstatic that students are able to effectively manage an online environment as their technology skills increase in the use of virtual whiteboards and video sharing.
He explains that while a traditional class has a single teacher, a Zoom online class has at least two to three teachers, including an expositor, a chat manager, and a host who uses the five E (engage, explain, explore, elaborate, and evaluate) instructional style.
“We have witnessed an increase in school representation from 16 schools at the end of April to over 150 schools in a matter of weeks,” says Dr. Okaya. “County representation has increased to over 40, including students from Sub-County, County, Extra-County, and national schools.”
According to Dr. Okaya, one of the benefits is a virtual meeting of teachers to prepare lessons, rehearse slides, and assign themselves various responsibilities related to courses.
His dream, though, is far more elaborate. “My perspective extends beyond the classroom. I imagine a time when we shall be able to convert our stadiums into classrooms using technology,” effervesces Dr Okaya, peeling off his lessons to accentuate his point.
“Take the Nyayo stadium as an example. With several zoomable screens, it can serve as an ideal classroom for several schools in Nairobi. Many parents cannot afford zoom facilities, so that would be cheaper and more convenient, explains he.
As facilitators, he says that Non-Governmental Organizations (NGOs) and mobile telephone providers may assist make widespread e-learning a reality.
He uses Kwale County as an illustration, where an international NGO is projecting STEM Online lessons to groups of learners while guaranteeing compliance with the appropriate parameters, such as social distancing.
“The concept of sim cards customized particularly for the purpose, as has happened during general elections, can be handy for preventing abuse. Dr. Okaya asserts that the time has come to be creative in order to provide e-learning access to underprivileged students in large numbers.
“The concept of sim-cards set expressly for the purpose, as was happened during general elections, can be handy to prevent abuse and the annoyance teachers encounter while using their own smartphones that disconnect internet when they receive incoming calls. Dr. Okaya asserts that the time has come to be creative in order to provide e-learning access to underprivileged students in large numbers.
The Royal Academy of Engineering in the United Kingdom has honoured Dr. Okay for his efforts to promote engineering in public schools via the online STEM teaching program.
The physics and mathematics instructor possesses a doctorate from Melbourne Catholic University in Australia and a master’s degree in education from New South Wales University in Australia. He earned his Bachelor of Education (B.Ed) degree from Egerton University.
During his tenure at CEMASTEA, Dr. Okaya introduced robots into Kenyan schools, as introduction to STEM subjects.
