Here is an interview with Mr. Emokol Emmy, an innovative and forward-thinking teacher at PMM Girls’ School in Jinja, Uganda. I was impressed by his dedication to moving his Senior Five biology students beyond traditional textbooks and blackboard lessons, immersing them in a dynamic digital learning experience through Google Drive, WhatsApp, and mobile technology. A quick survey I conducted to gauge his students’ response to these new teaching methods revealed overwhelmingly positive feedback. Read on to discover his inspiring approach.
The Interview
CHOLE: How would you describe yourself as a professional educator? What inspires and drives your passion for teaching?
EMOKOL: I see myself as a dynamic educator who thrives on making complex scientific concepts accessible and engaging for my students. My background in biology and chemistry gives me a strong foundation to inspire curiosity about the natural world, while my passion for IT drives me to integrate technology into my teaching — whether it’s through interactive simulations, data analysis, or independent research that connect science to real-world applications. What inspires me most is seeing students light up when they grasp a challenging idea or discover how science and technology intersect to solve problems. My drive comes from a desire to equip them with the skills and excitement to explore both the physical and digital worlds confidently.
CHOLE: When and how did you develop an interest in integrating ICT into your classroom?
EMOKOL: My interest in integrating ICT into my classroom began during my university days when a professor used IT to bring biology lessons to life — think interactive models of cellular processes and virtual dissections that made abstract concepts tangible. That experience sparked a curiosity in me about how technology could transform learning, making it more visual, hands-on, and engaging. Since then, I’ve built on that foundation by attending numerous CPD sessions on ICT, where I’ve honed my skills in tools like digital simulations, use of LMS to enrich my biology and chemistry lessons. It has become a passion to blend these worlds, as I love seeing how technology can unlock new ways for students to explore and understand science.
CHOLE: Can you elaborate on how you use Google Drive to conduct lessons for the Senior Five Biology class of 2025? Please explain the process in detail
EMOKOL: I use Google Drive as a central platform to conduct my Senior Five biology lessons in 2025, creating an interactive and collaborative learning environment. The process starts by ensuring all students have a Google account, which I guide them to set up if they don’t already have one. Once they’re equipped, I introduce them to Google Drive, teaching them step-by-step how to access it, upload files, and share them with me and their peers. I also show them how to download resources — like simulations, videos, and notes—that I provide or they find, and how to organize these into folders they create and rename for easy navigation, such as ‘Plant tissues’ or ‘Groups.’
From my end, I prepare detailed lesson notes that go beyond text. I embed learning materials like simulations of processes (e.g., mitosis), micrographs of cells, labeled diagrams, and hyperlinks to reputable biology resources or short video explainers. I upload these to a shared folder on Google Drive, which the students can access anytime. To foster discovery and teamwork, I design quizzes using Hot Potatoes software and Google forms and assignments—often group tasks — where they explore concepts like Identification of tissues or enzyme function, discuss in their groups, and submit their work back to the Drive. For example, they might upload a shared document with their analysis of an electron micrograph, a simulation or a labeled diagram they’ve annotated together.
This approach keeps everything centralized, encourages active learning, and lets students build digital skills alongside biology knowledge. It’s rewarding to see them take ownership of their learning as they navigate and contribute to our shared Drive space.
CHOLE: How does using Google Drive compare to traditional teaching methods? What advantages does it offer?
EMOKOL: Using Google Drive for my Senior Five biology lessons offers a dynamic shift from traditional teaching methods, like chalkboards, printed handouts, or one-way lessons. In a traditional setup, I’d write notes on the board or distribute paper copies, and students would passively copy or memorize them. Lessons were often linear, with limited room for real-time interaction or exploration beyond what I could physically present. With Google Drive, the process becomes more interactive and flexible. I share digital notes embedded with simulations, micrographs, videos, and links, which students can access anytime — not just during class. They don’t just read; they engage with the material, like running a cell division simulation or annotating a diagram together.
The advantages are clear. First, it’s accessible — students can revisit resources at home, which beats losing a handout or struggling to read hurried board notes. Second, it fosters collaboration; they work in groups on shared documents, discussing and uploading their findings, which builds teamwork skills traditional methods rarely emphasize. Third, it’s resource-rich — embedding visuals and interactive tools brings biology to life in ways a textbook or lecture can’t match, like watching a DNA replication video instead of just imagining it. Plus, it saves time — no printing or erasing boards — and lets me focus on guiding their discovery. It also equips them with digital literacy, a skill as vital as biology itself in 2025. While traditional methods have their charm, Google Drive makes learning more student-centered, engaging, and relevant to their tech-savvy world.
CHOLE: How have your Senior Five Biology students responded to using Google Drive for their lessons?
EMOKOL: My Senior Five biology students have responded incredibly well to using Google Drive for their lessons. They’re highly motivated and dive into every task with excitement. I’ve noticed they’re often the first to arrive at the computer room, eager to get started, and they actively participate in everything — whether it’s group assignments, quizzes, or exploring the simulations and resources I share. They’re not just passive learners anymore; they’re proactive, constantly asking me when I’ll take them back to the ICT lab, when I’ll post more work, or what else they can do to dig deeper. It’s clear they love the hands-on, interactive approach — having access to dynamic materials like videos and simulations keeps them curious, and the ability to collaborate on shared files has them buzzing with ideas. Their energy tells me this method isn’t just working; it’s sparking a real passion for biology and learning.
CHOLE: What challenges have you encountered while using this application, and what strategies have you implemented to address them?
EMOKOL: While using Google Drive for my Senior Five biology lessons, I’ve faced a couple of key challenges. The biggest is the limited number of computers available. With many learners and just a handful of machines, they often end up crowding around, which can slow things down. On top of that, a majority of my students started with limited ICT skills — some didn’t even know how to use a mouse, while others were unfamiliar with the internet or basic software like PowerPoint. It was clear their digital literacy needed a boost to fully engage with this approach.
To tackle these issues, I’ve implemented a few strategies. For the computer shortage, I set up a WhatsApp group as an alternative platform. I post the same resources — notes, simulations, videos, links — along with assignments and quizzes there, so students can access everything on their phones, which most of them have. It’s not perfect, but it reduces the pressure on lab time and keeps the lessons flowing. For the ICT skills gap, I dedicate a few minutes each session to hands-on basics — teaching them how to navigate Google Drive, use a mouse, or upload files. They’re picking it up gradually, and I can see their confidence growing. These workarounds aren’t flawless, but they’ve made the approach more inclusive and manageable, keeping the momentum of their enthusiasm alive.
CHOLE: How do you envision the future of teaching and learning with the continued use of this technology?
EMOKOL: I see a future where technology fundamentally transforms the way we approach education. With the continuous development of technology, I believe we are moving towards a more dynamic, inclusive, and personalized learning environment that goes beyond the traditional classroom setting.
First, learning will be more accessible. Students will be able to learn anywhere—at home, in the community, or even from global experts via online platforms. The internet will serve as an invaluable tool, allowing learners to tap into high-quality content and educational resources that were once out of reach. This creates an environment where the best teachers, no matter their location, can connect with students around the world.
Second, students will be more empowered and self-directed. The technology will give them more control over their learning journey, allowing them to explore topics of interest, learn at their own pace, and access a wealth of information through various digital tools. They will also have the chance to collaborate with peers worldwide, gaining exposure to diverse perspectives and innovative ideas.
Third, teachers will shift from being the sole source of knowledge to facilitators of learning. Their role will evolve to guiding and mentoring students, providing personalized feedback, and creating a collaborative learning environment. Instead of simply delivering content, teachers will use technology to facilitate inquiry, problem-solving, and critical thinking among their students.
Furthermore, technology will enhance the learning experience. From learning management systems (LMS) that streamline course delivery and tracking to the integration of augmented reality (AR) and virtual reality (VR) that bring abstract concepts to life, the learning experience will be richer and more engaging. These tools will cater to diverse learning styles and help bridge gaps in understanding, ensuring that no learner is left behind.
Lastly, schools will embrace technology as an integral part of their infrastructure. The use of learning management systems and digital tools will be the norm, providing both students and teachers with seamless access to resources, assignments, and collaborative platforms. This transformation will not only make education more efficient but will also prepare students for a future where technological literacy is crucial.
CHOLE: Is there anything else you would like to share that you believe is important?
EMOKOL: One critical issue I believe needs urgent attention is the penetration of Information and Communication Technology (ICT) in schools. While I acknowledge the efforts made by the government to improve access to ICT, the reality is that much more needs to be done to ensure that both teachers and students can fully benefit from these advancements.
For example, the current state of many schools, particularly those with a large student population, is concerning. A school with over 1000 learners relying on a single ICT lab with only twenty or fewer computers and slow internet service is a significant bottleneck to effective learning. This creates inequality, as only a small fraction of students can access digital learning tools at a time, while the majority are left behind. The gap between the technological resources available and the number of learners who need them becomes a major hindrance to achieving educational goals, especially in today’s digital age.
To address this, there needs to be a stronger focus on Continuous Professional Development Sessions (CPDS) aimed at equipping teachers with the necessary ICT skills. Many teachers still lack confidence and proficiency in using technology, which affects their ability to integrate it into their teaching effectively. Investing in CPDS programs would ensure that teachers are not only familiar with the technology but can use it to enhance learning experiences and engage students in more innovative ways.
Additionally, expanding and prioritizing ICT infrastructure in schools is crucial. Governments and educational stakeholders need to invest in establishing more well-equipped ICT labs and improving internet connectivity. A single ICT lab with limited computers is simply inadequate for large student populations. Schools should be equipped with multiple labs, mobile devices, and high-speed internet to support both teaching and learning. The focus should be on creating a digitally inclusive environment where every student has access to the tools they need to succeed.
In conclusion, while progress has been made, it is vital to recognize the gaps in ICT infrastructure and teacher preparedness. If we are truly committed to preparing students for the future, we must prioritize the expansion of ICT resources in schools, invest in teacher development, and ensure that all students have equal access to technology, regardless of their background or the size of their school.
NOTE: Even as I was putting together this story, Mr. Emokol was already taking further steps to effectively integrate Google Classroom with his biology class. But that, as they say, is a story for another day!
You can contact Mr. Emokol Emma on: Tel: 0750075867; Email: emokolemmanuel@gmail.com
Related articles:
Exploring the Impact of ICT on the Learning of Biology
Beyond Chalk and Talk: A Teacher’s Journey with ICT in the Biology Classroom – Chole Richard
