Gamma Education Technologies offers training sessions for all participating Maths and Science teachers. Teachers are given a full briefing on the offline, techno-blended teaching model for Maths and Science and the nature of the GAMMA®_TUTOR digital resources. They are given extensive instruction in how to utilise the device and the software to deliver the CAPS curriculum in classrooms.
Hands-on technical training sessions with the device are conducted to ensure that teachers are comfortable with its use and know all they need to know in order to present classes via a screen or projector.
A special session is dedicated to explaining the Technology Assisted After Hours Peer Support (TAPS) model, whereby the GAMMA®_TUTOR guides are to be utilised in resource centres for learner support.
Highly experienced and professional staff, with technical and education expertise, are in place to oversee all aspects of the project roll-out and management. Hardware and software protocols for technical maintenance, together with well-established online support platforms, enable the company to effectively manage logistics, delivery, installation, testing and ongoing user support for schools.
There is a dedicated academic support team, which visits schools on a rotational basis to observe and support GAMMA-driven lessons in the classroom environment. At the same time, technical support staff are on call to respond to any issues which may arise with the hardware.
Through regular feedback and engagement sessions, we work with schools to assess the actual outcomes versus the planned ones, and to adapt the system as and when necessary.
In order to determine the success of each project, it is crucial that thorough and accurate data is collected. We gather learner data and analyse it to determine baseline results at project inception and then to track their progress throughout the project period. This gives us, the educators and the learners a deeper understanding of how the project has really impacted learning results and to root out and address potential or existing challenges.
Among other things, we collect data relating to the location of schools – urban, semi-urban or urban – and how the project has impacted on learner results in these different areas. The scope of data collection and analysis can be broadened to include factors such as learner nutrition, travel times to and from school, the facilities available and various other metrics. All of this assist in creating and refining powerful responses to educational challenges.