EdTechUz: Empowering Education through Technology for teachers II
Multi-Phase Teacher Development Program
Research on how adults learn, and how teachers change their practice, is clear: lasting instructional transformation requires more than a single event. It requires time, repetition, reflection, and a community to learn with. That insight is the foundation of EdTechUz II. Building on the success of the EdTechUz pilot, this program was designed from the ground up as a multi-phase learning experience. EdTechUz II distributed learning across three distinct phases — each serving a specific purpose in the professional growth journey of science teachers. The first phase, held in August at School #110 in Tashkent, focused on acquisition. Teachers engaged in intensive, hands-on workshops that rebuilt and extended their EdTech skills, working with tools, designing materials, and beginning to think differently about what a science lesson can look like. They left with new skills and, more importantly, with a mandate: go try this in your classroom. The second phase, held online in September, was where the real learning happened. Teachers returned not as beginners, but as practitioners with six weeks of classroom experience behind them. What worked? What confused students? What needed to change? These sessions transformed individual trial-and-error into collective intelligence, and that shift, from isolated practice to shared learning, is what separates professional development that sticks from professional development that fades. The third and final phase, held in December at Cambridge International School in Tashkent, brought the cohort together one last time. Teachers demonstrated what they had built, shared what they had learned, and left the program not as participants, but as confident practitioners capable of designing technology-enhanced science instruction independently and sustainably. EdTechUz II is a proof of concept for what teacher professional development in Uzbekistan can be: rigorous, human-centered, and designed with the same intentionality we ask teachers to bring to their own classrooms.
- Spaced Learning
- Professional Development