This report presents a consolidated analysis of three teacher professional development workshops focused on Audio Creation, Audio Editing, and Techno-Pedagogical integration. These workshops were designed to strengthen teachers’ digital and storytelling capabilities, support inclusive language instruction, and promote pedagogical innovation within diverse classroom contexts. The evaluation draws on participant feedback, observed behavioural changes, and learning outcomes to understand both the immediate impact and the potential for sustained educational transformation.
The Audio Creation Workshop stood out for its structured, beginner-friendly approach that helped teachers overcome initial hesitation and build foundational skills in audio content development. Participants appreciated the inclusive use of free and open-source software (FOSS) and praised the hands-on learning model. Similarly, the Audio Editing Workshop received favourable reactions for its accessibility and focus on practical skill-building. Teachers valued the opportunity to engage in real-time editing tasks using tools like Audacity and benefited from the supportive learning environment. In the Techno-Pedagogy Workshop, participants found the sessions professionally enriching and emotionally motivating. The clarity of materials, relevance of content, and immersive audio-story demos were cited as key highlights that enhanced their engagement and understanding.
Learning outcomes were tangible and progressive across the workshops. In the Audio Creation Workshop, teachers developed skills in narration, sound recording, and story structuring. The workshop boosted their confidence in using audio as a pedagogical tool and expanded their digital literacy. The Audio Editing Workshop deepened this trajectory by introducing technical editing tasks such as trimming, layering, and noise reduction, while also grounding teachers in open educational resources (OER) and storytelling pedagogy. The Techno-Pedagogy Workshop bridged technology and instruction by equipping teachers with design techniques such as pre-, during-, and post-listening strategies, and tools for blended learning like AntennaPod and Google Meet. Teachers also reported stronger linkages between storytelling practices and key language learning objectives, particularly fluency, expression, and student engagement across the four pillars of listening, speaking, reading, and writing.
These learning gains translated into notable behavioural changes. Regarding the Audio Creation Workshop, participants began incorporating story telling strategies into their lessons. From the Editing Workshop, many teachers independently edited classroom audio stories and engaged in peer knowledge sharing. Confidence in handling technology visibly improved, though some teachers still expressed a need for ongoing mentorship. In the Techno-Pedagogy sessions, teachers demonstrated proactive planning: implemented pre- and post-listening activities, designing long-term storytelling activities, creating story corners, and using WhatsApp groups to exchange content and ideas.
Student-level outcomes also reflected the effectiveness of the workshops. Teachers reported enhanced classroom participation, improved listening comprehension, and greater enthusiasm among learners. Audio stories emerged as a dynamic tool for foundational language learning, especially in resource-constrained settings. Furthermore, teachers noted that storytelling fostered creativity, critical thinking, and vocabulary development, offering a powerful alternative to textbook-based methods.
However, the workshops also surfaced structural and pedagogical challenges that must be addressed to scale and sustain impact. Participants identified constraints such as insufficient audio infrastructure, large class sizes, and low speaker quality as barriers to regular classroom implementation. Others pointed to the need for ongoing support to ensure that initial learning translates into deeper, long-term pedagogical change. Teachers also highlighted the need for more diversified and advanced training options that match varying levels of digital literacy and interest.
The workshop series successfully moved teachers from passive consumers to active creators of digital content, while embedding storytelling into classroom pedagogy. The integration of accessible technology, inclusive design, and hands-on practice not only enhanced teacher competencies but also initiated a promising shift toward collaborative, student-centred learning. With sustained institutional support and thoughtful scaling, these interventions have the potential to transform digital pedagogy and foster a stronger culture of creativity and community in education.