This paper examines the influence of blended pedagogy in facilitating the development of digital competences among teacher trainees in a leading University in Uganda. This is an action research that took place between August and November, 2019, in which data were collected from third-year teacher trainees at School of Education in a pre-and post-intervention survey environment. At the beginning of August 2019, a self-administered questionnaire (SAQ) seeking the opinions about the teacher trainees' digital competences was administered. In the course of the semester, the researchers introduced a blended pedagogy approach through offering online tutorials to the teacher trainees using a MOODLE learning management system referred to as Makerere University Electronic Learning Environment (MUELE) in the course unit known as Evaluation of Instruction. Prior to the beginning of semester one examinations in November 2019, the same SAQ was administered to teacher trainees to examine the influence of blending online tutorials in nurturing their digital competences. Findings indicate improved competences in teacher trainees' digital competences in line with navigation in the internet environment, operating mobile internet, operating internet-based search engines, and formal internet skills. Other competences that teacher trainees demonstrated improvement include digital information and communication competences. The study, however, indicated minimal improvement in teacher trainees' digital competences in content creation. Consequently, it is recommended that teacher educators should deliberately adopt the use of blended pedagogy to enable teacher trainees develop the various digital competences expected from the twenty-first-century teacher.

Innovation in teacher training encompasses additions to a program so as to serve the most recent skills required by stakeholders. Innovation requirements push the redesign of in-service teacher education program which has seen embedding of an internship aspect. Using the theory of partnering pedagogy, these innovations focus on provision of education that is relevant and responsive to the local communities around and beyond the school. The innovations engage principles of effective pedagogy to design activities that involve and promote local community engagement practices and learning experiences. Using educational design research, ten in-service teachers participated a program that was recently reviewed with some innovation brought aboard. This study is qualitative which explored in-service teachers’ reflections on having gone through a recently reviewed in service program with innovations on board. The in-service participated in a reflection on their lived experiences and impact on their pedagogic practice having gone through the reviewed program. The resultant qualitative data was subjected to content analysis. Findings indicate that program review innovations that bring local stakeholders aboard allow integration of competencies beneficial to in-service teachers, learners, and the local community in which the school is located. Innovation design that engages communities lead to pedagogic practices that emphasize learning by doing and not just transmission and accumulation of theoretical knowledge. Innovation in program design and review should therefore focus on activities that engage the in-service teacher, learners, and the local community. This leads to the design of innovations that focus on quality learning and development of contextually purposed skills for the local community. However, because of the collaborative attribute among stakeholders, there are challenges in the implementation of innovative suggestions. It is concluded that innovations in program design and review need to be contextually relevant because then, their impact extend to the local communities surrounding the school. In these ways, innovations provide avenues for schools to provide quality learning opportunities and skills to serve the local communities and beyond.

Pervasiveness of technology in the digital age has affected education generally and is fundamentally transforming assessment, causing changes in traditional educational settings, like learning taking place anywhere, anytime and in real-world context. In such an environment, emphasis is put on what is to be seen as effective assessment in a smart learning environment (SLE). Through a case chapter examines the process of electronic marking and how it enhances smart learning practices. Drawing on the technology acceptance model, the meaning and process of e-marking in enhancing smart learning is presented. Features and process of e-marking and it's perceived benefits and barriers are described. From the reported experiences of engagement in the e-marking process; it is found out that e-marking is increasingly becoming important and dependable in enhancing smart learning. Findings also indicate that in contexts where e-marking is thriving, it started as a small project, with a few scripts marked electronically and then gradually gets up scaled into a full practice. It is concluded that e-marking is an intervention that is key in the assessment of large classes in large classes, that will contribute to the attainment of the Sustainable Development Goal number four- ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.