ICT in Africa
The digital divide … and teachers
Sunday, August 8th, 2010 | ICT in Africa, education, technology | 1 Comment
A huge gap exists between those sections of the population having access to digital resources, such as computers, the internet and other technologies, and those who are not as fortunate. This gap is known as the digital divide.
The digital divide is most easily observed when certain groups own digital resources – or at least have access to them – and other groups don’t. Most people in the developed world own digital tools, whereas those in the developing world don’t. But even within any one country this divide is also apparent when you compare the affluent part of the society with its poorer counterpart. The gap is made wider when internet access is not available – or affordable – and when people don’t have the necessary skills to use digital tools.
The digital divide is often linked to other divides, such as the gender gap, racial inequalities, the urban-rural divide and language barriers.
In Africa the digital divide is quite severe, and it often goes hand in hand with the other divides along gender, racial, location, language and poverty lines.
Teachers can play a critical role in erasing the digital divide. The first step is to obtain access to digital tools for your own use – this means you have to purchase a personal computer or a laptop, or arrange to use one on a regular basis. If you already have access to such a tool, you are indeed fortunate.
The next step is to learn how to use your digital device. At times you may feel like a tight-rope walker while battling to cross over to the milk and honey of the promised digital land, but with determination and perseverance you will succeed. Many of your peers have already done so.
You have to cross the digital divide first – only then will you be able to lead your learners safely over the chasm-crossing bridge.
Schools must move towards digital inclusion
Tuesday, May 11th, 2010 | ICT in Africa | 6 Comments
A huge gap exists between those sections of the population that have access to digital resources, such as computers, the internet, and other technologies, and those that do not. This gap is called the digital divide.
The digital divide includes the imbalance in physical access to ICTs, as well as the imbalance in connectivity, and the skills needed to participate effectively as a digital citizen.
The digital divide is often linked to other divides, such as the gender gap, racial inequalities, urban-rural divide, the gulf between rich and the poor, and developed versus developing world.
In Africa the digital divide is quite severe, and it often goes hand in hand with the other divides along gender, racial, location and poverty lines.
The opposite of the digital divide is digital inclusion. A person who is digitally included has crossed the divide and is now benefiting from digital resources.
Teachers can play a critical role in moving towards digital inclusion. Once teachers have crossed the digital divide, they will be able to lead learners over the bridge. But teachers must hurry up – learners are overtaking them. Many learners have cell phones in their pockets. They mainly use these devices to share information – text messages and images – with their friends.
A cell phone used to send and retrieve digital information is a digital device. Learners using such devices are digitally connected – they have achieved inclusion and are no longer on the wrong side of the digital divide.
Sadly, some teachers have not yet made the jump – they are still left behind, while the learners are included in the digital world. This means that learners are let loose on their own in a bewildering world of information. At times the information sources are incorrect and misleading; some websites contain objectionable material. Learners need guidance, but how can they be guided if their guides have been left behind?
So there is your first reason for concerning yourself with ICTs and e-learning: you have to cross the digital divide in order for you to provide guidance to your learners.
Why should teachers concern themselves with ICTs and e-learning?
Monday, May 10th, 2010 | ICT in Africa | 6 Comments
Is it necessary for teachers to learn how to use technology in the classroom?
Yes, it is!
If you are a teacher, you should not only concern yourself with ICTs and e-learning, but also become a skilled user of them. There are good reasons for doing so.
Our schools – with their teachers and learners – must move towards digital inclusion.
Learners need to be equipped with twenty-first century skills.
Learning styles of children are changing.
Owing to the shortage of teaching capacity, we need technology to fill the gap.
Over the next few days I will blog about these four aspects. Can you think of more reasons why it is important for teachers to concern themselves with technology?
ADESSA Conference
Saturday, March 20th, 2010 | ICT in Africa | 1 Comment
The first conference hosted by ADESSA (Associated Distributors of Educational Suppliers of Southern Africa) was held at Cornwall Hill College in Irene on 18 March 2010. Even though the attendance was less than what was hoped for, the event turned out to be most successful.
ADESSA members exhibited their products and a conference program encouraged delegates to continue with the groundbreaking work of establishing ICT in their schools.
An innovative program item was “60 Seconds – Quick Overview of Exhibited Resources.” Each exhibitor was given the opportunity to present their product to the audience in 60 seconds. The way in which speakers managed to put forward their products succinctly, yet meaningfully, in less than a minute, was impressive. Delegates received a good overview of the products on display, allowing them to select the exhibitions where they could enjoy more detailed demonstrations.
During the Annual Meeting, which was open only to ADESSA members, strategies for the next year were discussed. The association is determined to become a force to be reckoned with in the educational technology space.
ADESSA has the potential to play a significant role in establishing e-learning in schools in Southern Africa. The hard work it will take to raise the profile and credibility of this body will be worthwhile – we need all hands on deck to transform our ailing education system.
The three stages of truth … if the shoe fits …
Sunday, December 6th, 2009 | ICT in Africa, education | 2 Comments
About two hundred years ago the German philosopher, Arthur Schopenhauer, said:
All truth passes through three stages.
First, it is ridiculed.
Second, it is violently opposed.
Third, it is accepted as being self-evident.
Consider the following truth:
Technology can be used successfully to fill the capacity gap in education on the African content.
Sadly, some folks in education circles are still ridiculing this fact. (The things that are not understood are often ridiculed.)
Others stopped their ridicule, realizing that the idea is not that far-fetched, but have now entered the violent opposition stage. Since they are incapable to take ownership of technology, they see others who can make a success of it as a threat. They leave no stone unturned to block the progress of technology in schools – in fact they use the upturned stones to create stumbling blocks. (Things that do not directly contribute to the well-being of the individual are often passionately opposed).
But then there are those who have the necessary insight – and a true passion for education – to accept the clear evidence that technology is making a difference, and can make an even bigger difference, if it is allowed to take root in the school system. This small group of visionaries must be applauded.
How long will it take the others to arrive at the enlightened third stage of truth?
Pigeon faster than Telkom’s broadband
Monday, November 23rd, 2009 | ICT in Africa | 4 Comments
Winston, the pigeon, carried a 4gb data stick with data files during a 100 km flight between Howick and Durban in KZN. When Winston took off the same data was sent by ADSL line.
What was the result?
It took Winston 2 hours 6 minutes 57 seconds to reach his destination. By this time only 4% of the data was transmitted by ADSL line.
The moral of the story?
(i) Make sure you have a plan B.
(ii) Don’t throw out the old technology until you are sure the new one works!
(iii) Broadband is overrated.
Why can’t South African children count?
Saturday, October 3rd, 2009 | ICT in Africa | 10 Comments
I can’t accept the fact that children in South Africa are not able to count. Yet, studies show that numeracy skills of our children are of the lowest in the world.
Why is it that some of our schools produce learners with excellent mathematical abilities, while neighbouring schools – drawing learners from the same communities – yield dismal results?
Why is it that some well-resources schools fare badly in equipping learners with numeracy skills, whereas some poorly resourced schools are doing so well?
Does the fault lie with the learners? No! Never doubt the talent of our children!
Is a lack of resources the problem? No! Many schools are performing miracles with the little that is available. You don’t need fancy equipment to teach learners to count and to remember their multiplication tables.
The education system – officials and teachers – must take responsibility for the fact that our kids can’t tally.
New Western Cape Head of Education
Thursday, October 1st, 2009 | ICT in Africa | 3 Comments
Donald Grant, MEC for Education in the Western Cape announced the appointment of a new Head of Deparment for his department: Ms Penny Vinjevold.
I’ve had the privilege of working with Penny before and is delighted at the prospect of doing so again. She is a great supporter of the use of ICT in education and with her leading education in the Western Cape Khanya can reach new heights.
The full press release of MEC Grant follows:
Ministry for Education Western Cape
MEC Grant announces appointment of new Western Cape Head of Education
I am pleased to announce that the Cabinet of the Western Cape has endorsed the recommendation by the Provincial Selection Panel concerning the appointment of a new Head of Education (HOD) – the most senior official in the Western Cape Education Department.
The Selection Panel met on the 26th of September 2009 to interview a number of outstanding candidates and to decide on their relative suitability. The final recommendation to the Western Cape Cabinet was made only after lengthy deliberation.
The position as HOD has been offered to Ms Penelope Vinjevold and has since been accepted.
Ms Vinjevold has an excellent track record in education. She has worked as a teacher, a teacher educator, an education researcher and as a senior education official both in the Western Cape and in the national Department of Education where she is currently the Deputy Director-General: Further Education and Training.
Ms Vinjevold taught for sixteen years at schools in Johannesburg, Mafeking and Soweto. Thereafter she became the General Manager of Evaluations and Research at the Joint Education Trust. She has experience in both quantitative and qualitative research methodology, especially in the development, administration and analysis of learner assessment instruments. She has also undertaken extensive research into the results of the Senior Certificate Examinations.
In 2000, Ms Vinjevold was appointed by the National Minister of Education, Kader Asmal, to a 7-person Ministerial Project Committee to oversee the development of the Revised Curriculum Statement for Grades R-9. In 2002 she joined the Western Cape Education Department as Chief Director: Planning, and in 2005 she joined the national Department of Education as Deputy Director-General: Further Education and Training.
As with all senior appointments in the Public Service, the formalization of Ms Vinjevold’s appointment is subject to the completion of a contract and a performance management agreement. The appointment will be effective from 1 November 2009, for a period of 5 years. The performance management agreement will be revised annually.
As MEC, I share the confidence shown by the Western Cape Cabinet in the ability of the new HOD to provide education in this province with the necessary professional vision and leadership required to create appropriate quality learning opportunities for learners and a stable and rewarding professional environment for educators.
On behalf of the Western Cape education community, I would like to pay tribute to Mr Brian Schreuder, who has during his tenure as acting HOD carried out his additional responsibilities with dedication and commitment. Mr Schreuder will continue to act as HOD until 31 October 2009. He will then return to the position of Deputy Director-General: Curriculum Management.
Our focus now is to ensure that a smooth transition continues to take place and that the WCED delivers the best possible service to all our stakeholders.
Don’t underestimate infrastructure
Wednesday, September 23rd, 2009 | ICT in Africa, Implementation Issues | 4 Comments
The hole in the picture below is an important step towards technology installation at a school in Grabouw, South Africa. It was dug to erect a pole that will carry electricity to the school.
Hole dug to provide electricity to Umyezo Wama Apile School - picture taken by Jaco Joseph
The importance of infrastructure preparation as a first step towards technology implementation in schools in Africa is often under-stated or outright ignored.
While talking about e-learning and Web 2.0 and social networks and the classroom of the future, and debating the merits and demerits of specific operating and application software products, don’t forget that there are more mundane things that can make or break your project … such as digging a hole for the electricity pole!
In the absence of a teacher …
Sunday, September 20th, 2009 | ICT in Africa | 3 Comments
This picture appeared in today’s Africa edition of The New York Times. The picture was annotated as follows:
“In the absence of a teacher, students discussed their work at a high school in Khayelitsha, on the outskirts of Cape Town.”
The article mentions teachers not showing up for class and lamented the fact that the school management can’t do much about the situation.
One paragraph from the article shows how bad things really are:
“If you say 3 times 3, they will say 6,” said Patrine Makhele, a math teacher at Kwamfundo here in this overwhelmingly black township, echoing the complaint of colleagues who say children get to high school not knowing their multiplication tables.
How can we use the 50 computers in this school to serve as tutors in the absence of the teachers?
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