Is ICT in schools always successful?

Sunday, May 22nd, 2011 | education, technology, Tips

When technology is installed in a school some believe that it will lead to immediate improvement in teaching and learning.  Wrong assumption!  It does not always work that way.

Consider the following conditions under which ICT will not  be succesful:

ICT is unlikely to succeed in a school that does not have good leadership. 

ICT is unlikely to succeed in a dysfunctional school – first sort out management issues before investing in expensive tools. 

ICT is unlikely to succeed in a school in the absence of adequate infrastructure – attend to this first. 

ICT is unlikely to succeed in a school where teachers are not motivated to become involved and try it out in the classroom. 

ICT is unlikely to succeed in a school where technical support is not freely available.

If ICT is not as succesful in your school as you would like it to be, it may be owing to one or more of these factors.  Identifying the barrier is the first step towards removing it.

These thoughs were tweeted by @e4africa with the tag #ictschooltip.

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4 Comments to Is ICT in schools always successful?

Mark C
Sunday, 22 May, 2011

While I agree with all sentiments, the support and advice from the education leaders at every level is also a factor. If there is (ICT) action at every level by being an example, it will go a long way.

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Tuesday, 24 May, 2011

Thank you for giving me the opportunity to comment on this post.I like the way you written this post.thanks again.

Thursday, 26 May, 2011

So true Mark. Universal ICT vision sharing from all educational divisions and leaders are needed, to understand, support and secure effective diverse learning methodologies, in order to form an all-inclusive learning approach. Currently each education section works individually and each division wants their own pound of meat from schools, mostly administrative tasks, smothering educators and imposes on them to neglect their assigned duty as educator. It is disappointing when visiting school laboratories to see learners using technology randomly, not curriculum focused, while the educator is busy on another computer with marking schedules, a question paper, checking personal mail, etcetera. Although educators are trained and guided on how to use technology resourceful, it is sometimes used to keep the learners busy (playing games) or referred to as my free period.

When questioning educators, the remarks are (examples)

• This admin task needs to be done, before due date, otherwise I’m in trouble? Or

• If you had 50 learners in a class, you will see I need this break in the laboratory….

• Management remarks, we have so much to concentrate on we can’t function properly ….

Is this fare towards our learners and then we expect results? Once again there is no premeditated plan in place.

Each school in collaboration with educational divisions should have a Holistic School Project plan in place, whether it is a one year or a five year plan, which need to be assessed or revised termly, taking in consideration all factors and all stakeholders involved in the institute. (Characterized by the view that a whole system of beliefs must be analyzed rather than simply its individual components). Only then the advantage of ICT and other groundbreaking factors will be recognized, appreciated and success will be observed.

Khanya is a Project with diverse vision and much can be learned from them.

Sunday, 29 May, 2011

ICT LAB can be compared with e.g. a library or woodwork-room or a consumer studies (Home Economics)”KITCHEN in a school” or a metalwork-room or the musicroom….but the major difference in the “past compared with todat 2011″ is that a FULLTIME EDUCATOR was in that classroom and on WCED payroll. What is the scenario NOW @ 95% of WCED Schools ? Just another teacher (in some schools a “ICT person / NOT an educator) paid by the Governing Body R3000 TO R5000 pm to “run” the LAB. Or maybe at most schools e.g. the Maths HOD was “asked or told” to “take control of the LAB” on top of his other admin and curriculum duties. Educators “visiting” the ICT LAB to do …… and here I will refrain from the ACTUAL activities taking place in the LAB …. the point I want to make is >>> GET A FULLTIME PERMANENTLY APPOINTED WCED PAID SNA IN THE LAB !!!! THEN the LAB + ICT + CURRICULUM delivery through technology will be 101% successful, but as long as the LAB is just another “task” on my duty list, I will “neglect it (IT) and place it (IT)” at the bottom of the list as I had more important admin to do while I am “sommer besig in die LAB is met admin”. Fullstop.

Albie who used to be 95% of the day in a LAB

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