technology
Will a manual help me when I’m learning to use technology?
Wednesday, September 1st, 2010 | technology | 2 Comments
Created by Kobus van Wyk using www.MakeBeliefsComix.com
When everything else fails, read the manual. How often have you heard this? Just goes to show how people in the main feel about manuals. This is true of manuals of electronic equipment in general – cell phones, microwave ovens and yes, classroom technology too.
If you’ve ever opened a box and tried to master the item inside with the help of its manual, you will know how frustrating this can be. There are several reasons for this:
- Manuals tend to be written in technical terms that may be clear to a person with technical know-how, but frequently leave a lay person in the dark.
- The writer of a manual may assume a certain level of expertise on the part of the reader and so explanations are pitched at a very high level – first time users find this difficult to follow.
- The style of manuals is generally impersonal and uninviting.
- If the item has been manufactured in the East, the manual will have been written originally in Chinese, Korean or Japanese – the translation is often not clear to a Westerner.
In spite of these unfriendly elements of manuals, they do have good uses:
- A manual is a useful, quick reference when you have forgotten something or if you need a specific detail
- It is model specific: the information will always be relevant to your particular piece of equipment.
- The pictures and diagrams are useful to explain the different components and uses of the item.
A manual may not be the best way to introduce you to technology, but it certainly is an excellent source of reference material to help you to use the device optimally. If you consult it as a matter of course and not simply as a last resort, you’ll make life easier for yourself.
Teachers – tie the technology knot …
Tuesday, August 31st, 2010 | education, technology | No Comments
Created by Kobus van Wyk using www.MakeBeliefsComix.com
Scroll to the next posting for a more comprehensive discussion.
Technology tools for the classroom – how long will it take me to learn to use them?
Tuesday, August 31st, 2010 | education, technology | 2 Comments
How long is a piece of string? How much does a vacation cost? How long will it take you to learn to use technology tools in the classroom? The answer to all these questions is, “it depends …”
How long it will take you to learn to use technology as a teaching tool depends on the same four factors that determine how difficult or easy it will be for you:
- existing understanding of technology
- aptitude for technology
- amount of effort you are willing to put into it
- attitude towards the task.
However, additional factors may also influence the amount of time it will take.
Some people learn faster than others. A faster learner is not necessarily a smarter learner – people simply don’t all learn at the same speed. For this reason alone it is impossible to state exactly how long it will take you to master technology for classroom use.
Learning to use technology usually takes place in stages. The question, “How long will it take me to learn to use technology?” should therefore be extended to include a definition of what you want to do with it. Consider the following two questions:
- How long will it take me to master the basic features of the technology I plan to use in the classroom?
- How long will it take me to learn to use the technology as a teaching tool?
The answers to these two questions are vastly different.
Additionally, the more complex the task, the longer it will take you to develop the required skills and knowledge.
You may only need a few minutes – not more than an hour – for someone to show you the basics of a particular piece of technology. You will now be able to switch it on and off, and perform a few basic operations. After this, the amount of time it will take you to come to grips with your new teaching tool depends on what functions you want to learn.
Time spent learning to use technology to improve teaching is a good investment that will pay handsome dividends in the form of improved learning in the classroom.
Is it difficult to learn to use technology in the classroom?
Friday, August 27th, 2010 | technology | 2 Comments
The answer to this question could be “yes” and it could be “no”. It depends on four factors.
The first one is your level of understanding of technology in general. If you’ve used a computer – or any other form of technology – before, you will have no problem learning to incorporate its use in the classroom. If you have mastered the use of electronic gadgets such as cell phones, DVD players and video cameras, you are just a short step away from mastering technology as a teaching tool.
Secondly, your technology aptitude determines, to some extent, how difficult it will be for you to learn to use a new device. Some people take to technology like a duck to water. How difficult was it for you to learn to use your cell phone when you first got it? If you are one of those people who quickly figures out how to use appliances you should have no problem. If you usually leave technology up to others in the home, you will have to work somewhat harder.
A third factor is the amount of effort you are prepared to put into it. You will need to spend time learning the many aspects of technology. One of the best ways to learn is to do and the more time you spend practising the things you learn, the quicker you will get on top of them.
The fourth, and perhaps the most important factor, is your attitude. Do you really want to learn to use technology as a teaching tool? What is your motivation? Do you feel it is an unnecessary burden, or do you believe that it would be to your advantage to know how to use it? A positive attitude can even make up for deficiencies in the other factors.
The extent to which you measure up to these four factors will determine how difficult it will be for you to learn to use technology. If you discover that some of these factors are not in your favour, don’t despair. Just look around and see how many teachers have managed to learn to use various forms of technology – few of them are smarter than you!
If you really want to come to grips with technology, you will succeed.
What is the role of the principal when technology is introduced into a school?
Tuesday, August 24th, 2010 | education, technology | No Comments
When technology is introduced into a school, the importance of the principal’s role can’t be overstated – without strong leadership an investment in technology is in jeopardy.
What do we expect of the principal? Let’s look at a few essentials:
Understand the technology: The principal must be convinced that technology will make a difference to teaching and learning. Such an understanding will require a thorough knowledge of available technologies and how they support the pedagogy.
Give clear direction: It is not good enough to allow technology into the school. Unambiguous direction must be given to teachers as to how and when they should use the equipment.
Create training opportunities: This entails more than identifying available training and arranging for sessions for staff members – the principal must allow teachers time to undergo training and insist that all those who are scheduled to be trained must indeed attend the sessions.
Monitor on an ongoing basis: Even after clear directives are given and adequate training is provided, some teachers may still not use technology at their disposal. The principal can only gauge the successful use of the equipment if constant monitoring takes place. The easiest way to do this is by taking a walkabout from time to time – this also gives the principal the opportunity to observe good practice, give commendation, or offer encouragement where needed.
Set the example: A good example is by far the best way in which a principal can promote successful use of technology. People follow their leaders – teachers follow the heads of their schools. Teachers will take their cue from a principal who is a technology practitioner.
Principals play a crucial role in successful use of technology – schools with such leaders are truly blessed.
Technology in schools during the teacher strike …
Sunday, August 22nd, 2010 | technology | 3 Comments
Good reports are coming in of learning taking place in schools in the Western Cape in spite of teachers being on strike. Computer facilities are made available to learners and through the use of e-learning material meaningful learning is happening.
Well done to those e-pioneers who are harnessing technology to ensure that the dispute between teachers and the government has a minimal impact on learners.
(Created by Kobus van Wyk, using www.MakeBeliefsComix.com)
Don’t forget the additional costs …
Friday, August 20th, 2010 | Uncategorized, technology | 2 Comments
Schools are encouraged to acquire technology to enhance learning.
Teachers are encouraged to acquire technology to enhance teaching.
But be realistic – don’t forget to count the costs beforehand – consider the total cost of ownership.
(Created by Kobus van Wyk using MakeBeliefsComix.com)
What is meant by the “total cost of ownership” of technology?
Thursday, August 19th, 2010 | technology | 2 Comments
The phrase Total Cost of Ownership – often referred to as TCO – means exactly what it says. When the term is applied to technology, it refers to the accumulated costs incurred from the time you purchase the device until you dispose of it.
It is a mistake to think only about the purchase price of a technology item – many other costs must be considered as part of its total cost of ownership.
Let’s use an analogy.
The initial cost of a car goes beyond the price tag in the showroom.
Unpleasant surprises lurk in the form of optional extras – better sound equipment, plusher upholstery, exotic colours, and suchlike items – each coming at an added cost.
When you take ownership of the car you must be aware of recurring costs that you will face – fuel, insurance premiums, annual licence fees, service inspections and replacement of worn-out parts such as tyres come to mind.
Many car owners are shocked when hidden costs surface – you may have to pay an excess amount when you have an accident. If you have a breakdown after the warranty period has expired, you will be faced with a huge bill.
When you consider the use of technology for your classroom, don’t forget that most technology items are subject to the same cost categories as a car. The total cost of ownership consists of four components:
- initial cost
- optional extras
- recurring costs
- hidden costs.
Before rushing out to bring technology into your classroom, do the wise thing: calculate the total cost of ownership. Then figure out how you can make it happen.
Will technology make teachers redundant?
Tuesday, August 17th, 2010 | Uncategorized, technology | 4 Comments
The prospect of losing your job can cause much anxiety. When you see people around you being retrenched it is natural to be concerned about your own job security.
Teachers are not immune to layoffs. When the government cuts budgets and there is talk about teachers being “in excess” and terms such as reorganization, downsizing and rationalization appear in the papers, panic sets in.
It is only natural that teachers wonder how the introduction of technology in schools could impact on their prospects of continued employment. They may think back to the time of the industrial revolution – many mine workers and factory workers lost their jobs when machines were used for functions previously performed by the workers.
“Won’t computers take over my job?” some teachers may ask.
The answer to this question is an emphatic “no”. Machines can take over manual repetitive tasks. But they can not perform those tasks requiring higher order thinking – and teaching is possibly one of the most complex activities on earth. Teachers are working with the minds of learners, shaping them, while trying to find the best teaching technique to match the learning style of each one of their learners.
You can use computers and related tools without any fear of redundancy. When a carpenter replaces a manual saw with an electric one, does that make the human redundant? Of course not – but it does make the carpenter more productive. The same principle applies when technology becomes available in a school.
Don’t fear! Digital tools in your classroom will never make you redundant. A creative, intelligent teacher is needed to plan lessons – a piece of equipment can’t do this! And what good will electronic tools do without a teacher when the power goes off?
Technology may bring unexpected advantages to you if you do face job insecurity. If you become proficient in its use, you will be more marketable. The high cost of training a teacher to become a skilled technology practitioner benefits you in two ways: when the school is firing, you are unlikely to be the one to go owing to the investment made in you, and when a school is hiring, it will be a bargain to employ you since you won’t need expensive training.
During economically uncertain times technology can be your best friend – treat it as such by learning to work with it.
| While there are learners, teachers will never be redundant |
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.
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