Give teeth to technology integration

Wednesday, March 25th, 2009 | training

Over the past few months I have become painfully aware of the fact that our facilitation efforts in schools – our attempts to integrate technology into the process of curriculum delivery – are often not successful.

Could it be that we are guilty of sciolism and that our lessons to teachers are edentulous?

If you do not know what these evils are, read Sharon Elin’s latest blog posting: What’s your point?

She says, among other things:

Many of us who integrate technology into our instruction have an especially difficult time staying focused on learning objectives and digging deeply enough for rigor, even if we don’t like to admit it. It’s the nature of our jobs. Since we work with entertaining, dynamic tools, it’s too easy to become playful and veer off the track, overlooking the learning objectives.

This article should be mandatory reading for all those who claim to be training teachers in the use of ICT.  I thank Sharon for explaining concepts for which I could not find the correct words.

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48 Comments to Give teeth to technology integration

Wednesday, 25 March, 2009

Sharon deserves a bunch of flowers for explaining this so well!

I think this is particularly important for those of us working in South Africa, where so many of our teachers need a lot of support. We have so little time to spend at each school – it’s really important that we use our time well and ensure that our training leaves the teachers able to TEACH better. It’s easy to get sidetracked by the amazing things that technology can do, instead of focusing on learning-related goals. I have made this mistake myself.

Now that our schools are being supplied with interactive whiteboards we have an important opportunity to remember Sharon’s advice. These devices are stunning – but there’s a huge amount to learn. Teachers already feel overwhelmed by their jobs. we mustn’t leave them feeling even more at sea when we take away their chalkboard and put an IWB in its place. We need to focus on a few simple uses that will immediately enhance the quality of teaching and learning in that classroom. All the fancy bits and pieces can come later…

Thursday, 26 March, 2009

Thank you for referring to Sharon’s blog entry. This is so true and could not be explained better! It is so important to focus on the learning goal!

Thursday, 26 March, 2009

Play it by ear, we need to wing it, the circumstances when we reach a school determines one’s activity for the day (and so the list of rationalisation goes on(ie rationalisation: a defence mechanism by which your true motivation is concealed by explaining your actions and feelings in a way that is not threatening).

One needs to know what one wants to achieve specifically when doing duty at a school, and so too should those that one wishes to “visit”. With such clarity it may be that much easier to stick to your objectives.

Thursday, 26 March, 2009

Minimum standards, as long as there are people in the lab. I do not believe that we think of the objectives of the lesson in the lab, as long as the kids are in the lab, sadly, in many schools this is a truimph in itself (kids in lab). Educators often focus on their own lack of ICT skill and no time is given to the objectives or point of the lesson!

As facilitator what is the objective of the school visit? Am I willing to raise concerns of a cirricula nature or does the paragraph above apply to me as well! When I consider the term past, how many times have I inlfuenced the curricular aspect of an ICT lesson. Is that not the point!

Sharon Elin
Friday, 27 March, 2009

Kobus, thanks so much for mentioning and passing on my blog post. The push to bring ICT into the mainstream of the classroom has been a challenge; one reason is because the technology is often seen as a diversion from academic focus. My post hopefully pointed out that technology is not a diversion, but a tool or a means to an end: academic success. ICT is also seen as another load of “To Do’s” piled on teachers’ plates. I know teachers are overwhelmed sometimes with the additional training, planning, and steps required to integrate technology in their lessons, and now they may feel even more pushed because we’re asking them to “take it up a notch” and bolster the ICT lessons with rigorous academic goals. But the good news is that we’re only asking them to continue to do what they have always done: teach! The technology will help them do it more effectively, with more student engagement and global/cultural relevance. Also, teachers will see that as they learn more technology, each new application or piece of software or hardware they are introduced to becomes easier to learn. It will become second nature to pick up a new piece of technology and find a seamless fit into their instruction. Teachers can count on one more important promise: I don’t want to trivialize the powerful punch that technology brings to academic achievement, but I have admit that the best benefit of all is the fun and joy it brings into the classroom. Both teaches and students have fun with the technology!!

David Mathe
Friday, 27 March, 2009

It is quite easy to become sidetracked by the jargon and, as Sharon puts it, the “riffraff” when imparting technological skills.

I agree that we only need to emphasize the point of discussion and very little on the “how”, unless someone specifically wants to know the “how” part of the discussion.Again i think the challenge we face is that technology keeps on evolving and new terms and terminology come up, to learn to extricate the point from the “riffraff” should be one of our key focus areas.

A fan of natural learning
Sunday, 29 March, 2009

OR you could leave room for play, curiousity and natural learning…

Monday, 30 March, 2009

I agree whole heartedly with Sharon’s article. As facilitator one should not forget that learner’s also learn intuitively. Sometimes “fun” in the lab may lead to the discovery and development of skills which are not formally described in the lesson plan. Remember that learners learn the best when they are having fun. The teacher, as facilitator should however carefully maintain the balance between “fun” and “learning”, and this can only be achieved by thorough planning.

Tuesday, 31 March, 2009

It is important to point out to educators that technology is just another tool to get to their goal – curriculum delivery. Facilitators have to know the importance of these tools and therefor need to plan thoroughly to teach educators how to use it with ease. One step at a time.

Wednesday, 1 April, 2009

The emphasis of this article confirms that we are on the right track. The need for us to remain “curriculum-driven” is emphasized. It is important to use the technology to enhance the learning experience. The current workshops that aim to showcase how technology can be used to achieve learning outcomes in the different subjects are extremely important. We went through a phase where educators in high schools complained that using technology takes up to much time. Targeting content that lends itself to the effective use of technology should be promoted. Thus planning, guidance and curriculum support is vital in these early years in using computers in education.
At present we are using content-riched software for Mathematics. Achieving the assessment standards is as easy as completing the module. I like that fact that the article reminds us of the fact that the learner must be able to demonstrate his/her comprehension of the task. The activities in the lab should be part of the classroom discussion. I agree that learners should be guided to be able to use this powerful resource effectively to explore and investigate in order to improve their understanding of new concepts. The assessment standards and goal of the activity must at all times be the focus of all learning experiences and not only when technology is being used in the process. New tools arrived but the basic teaching principles should all still be there.

Christo Davids
Monday, 6 April, 2009

Sharon wrote a thought provoking article – hence the many interesting responses. From a facilitation point of view I think that we sometimes do miss the point and that we focus too much on what the technology can do instead of how it can contribute to effective learning and teaching. I had a workshop with my trainers today and thinking back I realise that we did place a strong emphasis on’bells and whistles’. Are we not trying to hard to ‘sell’ the use of technology to teachers instead of showing them the value?

Friday, 17 April, 2009

As schools go, the level of ICT literacy will determine how much learning will take place through having fun with the technology. The greatest challenge for educators is managing the technology as well as a whole class at the same time. Knowing what is available in the lab is crucial in setting goals. Only then can the educator plan the fun aspect for the learners and meet the curriculum goals. Facilitators impart the “know how” of this technology so planning of training sessions is vital and goal orientated as well.

Friday, 17 April, 2009

In many schools the opening of a lab is a wow experience. However for many it jus remains a once off experience. Whether the lab is functional or not is in the hands of the school manager and his team. The facilitator supports their efforts and shows them how to facilitate the curriculum in the lab. Once an educator discovers the impact the lab could have on his teaching, does he become a regular visitor.

Friday, 17 April, 2009

The biggest challenge to educators is to manage ICT curriculum integration with ALL the other duties they must perform. Many teachers do not make / find the time to play with new software to discover how it can reduce the time in planning, lesson design and curriculum delivery. Facilitators have the time to play around and find the useful applications of software packages. We ‘veer of the track’ in order to make it easier for teachers to understand how technology can make their task easier. Teachers who do find the time to explore technology, makes their life easier and give a new meaning to teaching and learning, with and through technology.

Friday, 17 April, 2009

It is imperative that we remain focused when training educators – striving to always keep our goals in mind, that is, our learning outcome. Remembering, that technology is a tool that enhances teaching and learning. Mans inherent need to play and explore as well as our sense of curiosity will give teachers the extra push to want to learn things by themselves and at their own pace. Workshops or training sessions at a school should get a Wow, but once the facilitator leaves the building, problems occur as educators are often not able to maintain the standard or find the time to develop their own activities. It’s for this reason that training/facilitation should be continuous.

Albert Arendse
Friday, 17 April, 2009

Edentulous! And then we thought that the young “Cape coloured” male of an era past removed their four front teeth because they were following a fad. All the while they were crying out for help. Please notice me. I have no voice. I am struggling. I do not know what to do, how to do. Please show me how. It may be the same with teachers…

I believe, that with the integration of ICT, we are on the brink of impacting the way most people understand teaching and learning. It is early days. Let’s take it easy. Step by step. Not too fast. Build a good, solid foundation. It is not going to be easy.

I believe it is still a bit too overwhelming. We will master it because we believe in what we do. ICT is here to stay.

Friday, 17 April, 2009

I see IAWB as the tool to get things done in the ICT arena. Now that our schools are being supplied with IAWB, we have an opportunity to remember suggestions made by Sharon. These IAWB are EXCELLENT ICT tools – but we must get educators to use them – as simplistic as possible.

Educators feel stressed by their jobs. Facilitators must guide them even more when we “take away their old fashiom tool” and just put an IWB in its place without continious support

We need to focus on a simplicity with the EIAWB


Friday, 17 April, 2009

The author hits home when she states that we rather should not focus on the tool, but on the standard of the learner we create. We focus on the Integration of the technology with the curriculum. We must be objective, but also critical. It is important that we adhere to the model relating to our country and according to the needs, norms and values of our South African society.

Husain Mollagee
Saturday, 18 April, 2009

I find that part of the solution to ICT integration in schools could be largely assisted if it were afforded more weight from policy makers, so that there is a two-pronged approach. Facilitators will then be re-inforcing education policy in what they do. I agree that currently ICT is perceived as a fancy add-on to learning, not an integral part of it; because of this perception educators become ‘bedazzled’ by the technology itself and lose focus of its task: to engage and educate learners more efficiently and more enjoyably.

Saturday, 18 April, 2009

I whole-heartedly agree that lessons employing ICT often focus more on the tool than content. Far to often educators seek to impress with the tools rather than instruct. One of the reasons most educators steer clear of ICT is because they feel that they are not at “that level” yet, where “that level” is precisely the level where they can be impressive. Our primary task remains to instruct, and if perchance we manage to make an impression while performing it then so be it. I have found that my best lessons always had sound didactics at its core, the teaching aids were merely an enhancement and should therefor never become the primary focus. The vehicle (ICT) can make the journney (LEARNING) an unforgettable experience as long as the drivers (EDUCATORS) stay focussed.

Saturday, 18 April, 2009

I agree that learners should be guided to be able to use the technology effectively to investigate in order to achieve their primary goals, but I believe that if our audience are properly guided / instructed to use software to the fullest(every small detail) we would reach our goals quicker. Sometimes we tend to stick to medioca and then hope that things will fall into place. The foundations for learning challenge currently implemented at our schools will ensure that a standadized prosess are instructed. This will streamline our facilitation process. The vechile can make the journey an unforgettable experience as long as our drivers stay focussed!

Saturday, 18 April, 2009

Change is always good but it comes with challenges.Educators who have been in the teaching field for the past 50yrs find it very challenging to adapt to the new tools (computers) and new approaches (NCS) sometimes.They welcome training with both hands but implementation is not so easy because of -fear.Facilitators are doing all they can to support and assist educators but unfortunately there are too many customers waiting in the queue that need the facilitator’s attention.Due to this fact,results are not according to expectations but there is a change/progress even if its small. Facilitators should’nt get weary but should take courage and keep on doing the good work they are doing:bringing light (ukukhanya) to the education system in the form of ICT.

Saturday, 18 April, 2009

I found the subject matter to be very thought provoking. Very often we tend to blur the boundaries between the journey and the destination. As facilitators our journey is effective ICT integration and our destination is an effective e-citizen.

Saturday, 18 April, 2009

The practicality of our schools is that educators have limited time to implement the skills learned in the computer lab. The large learners enrolment at schools whhere learners have to share a PC in two/threes makes it a challenge for effective use of technology with individual attention and meaningful impact. the facilitators on the other hand have minimum interaction time with eucators at each school to be able to give them the necessary support after a training workshop. 15-20 schools per facilitator does not allow them to spend enough time with educators as follow up sessions. On the other hand educators are overwhelmed by the many task required from them by WCED. We need to have a strategy on how we are going to spend more time with educators to assist them until they are conident to use ICT in curriculum intergration.

Saturday, 18 April, 2009

The practicality of our schools is that educators have limited time to implement the skills learned in the computer lab. The large learners enrolment at schools where learners have to share a PC in two/threes makes it a challenge for effective use of technology with individual attention and meaningful impact. The facilitators on the other hand have minimum interaction time with educators at each school to be able to give them the necessary support after a training workshop. 15-20 schools per facilitator does not allow them to spend enough time with educators as follow up sessions. On the other hand educators are overwhelmed by the many task required from them by WCED. We need to have a strategy on how we are going to spend more time with educators to assist them until they are confident to use ICT in curriculum intergration.

Saturday, 18 April, 2009

The proliferation of technology (hardware & software)in our schools impacts significantly and, indeed, it is overwhelming to educators.
With the installation of computer labs (particularly previously disadvantaged schools) there’s been a significant enthusiasm to attend classes.
Learners are no longer dragging their feet to get into classes,rather, there’s a gruelling competion/race IN in order to catch a seat in front of the monitor.

It is apparent that learners learn fast and better when having fun (edutainment).This impacts positively towards the discovery and development of a variety of skills.

Having said that however, it is indeed easy to get side tracked and over look the learning objectives.
This amongst other aspects emanates from poor planning and technophobia.
In some educators’ perception, if learners attend the computer lab as required by the authority and engage in some exrcises, ” its job well done”.
Whether the objectives and goals of going to the computer lab are achieved or not is another question.

It becomes therefore imperative that educators are properly empowered in all facets of technology utilisation.
The use of technology in the classroom should be streamlined and be applied parallel to the learning objectives.
There should always be a balance in between fun leaning.

Should we fail to do so, we will be perpetually reinforcing SCIOLISM.

Saturday, 18 April, 2009

I have found in training sessions that dedicated educators are most enthusiastic and open to learning more about technology when the ‘point’ to the training is geared towards helping them achieve curriculum goals.When they see the curriculum come to life and demonstrated in ways which they can never emulate in a technology-less classroom. Unfortunately,exposure to the bells and whistles over time eventually reduces their excitement and that can become one of our major challenges in getting educators to remain enthusiastic and excited about teaching and learning technology tools.

Saturday, 18 April, 2009

The blog ws a real eye-opener in the sense that we as teachers tends to get overwhelmed by the power / functions of the mordern technology. We tend to lose focus of our real purpose – to use technology to enhance our teaching and not to teach the technology.

Saturday, 18 April, 2009

I agree with Sharon that sometimes we do get carried away with all the wonderful technology, overlooking what our real focus as facilitators should be. Yes, we are living in a time where we will everyday be astound by new technological development, but before it is too late, we should realise that technology is only a tool to enhance the teaching experience in our schools. For me as facilitator it is indeed a pleasure to see how captivated and overwhelmed our learners are with the new technology in our schools, but the challenge to us as facilitators is to find a way to turn this technological experience into a fun loving learning experience. My biggest concern at this moment is not the learners, but actually the educators. I find that the learners are more enthusiastic to make use of the technology than some educators. We as facilitators should sit down and find ways in which we can change the mindset of our educators. Once we can get them motivated and totally inspired in this teaching experience through technology, we can be sure that we will have a positive effect in the learning experience of our learners.

Dalena van der Vyver
Sunday, 19 April, 2009

Teachers are really overwhelmed by all the constant changes in planning, milestones, foundation for learning and all the other new ideas that “they” think out for the teachers to implement. Therefor our role must be to help the teacher in the lab to work with the software programmes. Many teachers still feel that they have to be competent in their ICT skills, and if they are not, they do not bring the learners to the lab. Our role as facilitators must be to help them with knowing the software, using it in lessons and incorporate it in their planning.

Gerhardus Koopman
Sunday, 19 April, 2009

Sharon makes a very good point in this article. a Point not just relevent to Facilitators, but to every person in the business of working with people. We need to be clear on what we set out to do for the day and follow it through. We need to look for the advantages instead of the negatives and then things will fall into place for all we intend to do.

William J
Sunday, 19 April, 2009

Educators need to be exposed and allowed to know the software, but this is really not where it should stop.
The effective use of the software for ICT integration should be done by the experts, those who know the curriculum. Most of the educators must still be convinced to integrate ICT technology for curriculum delivery. Almost all educators are now much more comfortable and at ease with the technology; and are “new” focus now should be Curr integration.

Sunday, 19 April, 2009

The author has left me the impression that he/she is most probably from the “old school”. He/she is dedicated and passionate about teaching and self taught in the use of technology. I agree whole heartedly with her point of view and that we as “Khanyans”, aspire to integrate curriculum with technology. There is however in striving for the use of technology for integration purposes, factors hampering our objectives, such as:

Technology failing – With technology failing at schools, and the fact that it takes long to have repaired, teachers become despondent in the use of ICT.
Teachers are not computer comfortable enough to take charge of lessons. – Technology is not everybody’s forte’. Some teachers have an affinity for technology whereas others do not. It is thus up to the facilitator to do a survey of the staff and to work with teachers who are passionate and eager to learn how to use technology for curriculum purposes.
The calibre of teachers we have to contend with. – In most cases, our teachers are demoralised and have lost the passion for teaching as what they had when they started.
The overburdening of teachers with administrative tasks. – The time factor plays an important role in the life of an educator as they too have commitments and responsibilities.
With all these factors working against us, we still have success stories of teachers utilising the technology at their disposal to the maximum, with the aim of getting concepts across to learners, consolidation and exploration. Schools where teachers did not even know how to switch on a computer are today carrying the banner in the use of technology for curriculum integration purposes.

Sunday, 19 April, 2009

Please do not despair. I am seeing increasing efforts by teachers to integrate ict in the delivery of the curriculum. I have witnessed how the enthusiasm of one or two teachers can enthuse many others. It is a slow process but it is happening. However, one always has to keep in mind that getting to grips with the technology that teachers have received is but one of the many demands they face. Kindly encouraging, guiding and commending them and the facilitators who train them will see ict integration move beyond the lag phase.

Further, when ict is embraced by all components of the Education system, then ict-integration in curriculum delivery will accelerate.

Taking the essence out of Sharon Elin’s blog: when teachers’ knowledge of both the syllabus and the learning outcomes are dovetailed with the training they receive in the use of ict, then productive use of the latter will occur. I am certain that many Facilitators have given this thought. Perhaps we all need to tweek our approach. Perhaps we all need to be guided. Perhaps a forum needs to be created within Khanya where these observations can be analysed and solutions found. After all, how will one know unless there is someone to show you?

Also, one must be careful about the Input versus Output argument when it is wildly applied to the education of people. A successfully baked cake is the product of more than one ingredient. A good cake mixture can have all the best ingredients, but if the oven is faulty (not a fault of the baker) then it will affect the product. Teachers working with learners whose home-circumstances are far more influential on their development than the ict ingredients they bring to the classroom, are well aware of this. Can the argument be any different for facilitators?

Jerome Treu
Sunday, 19 April, 2009

‘What’s the point’ of going too the Lab? Some teachers feel they are not confident enough to use the lab for any kind of teaching as they are also still learners in using technology, and some are still afraid that it might ‘bite’.

Thinus Mostert
Sunday, 19 April, 2009

What a useful piece of information! Training is the key to the use of technology to deliver curriculum. Training what? Are we training educators to use the available educational software (Educational software is generally very user friendly) or should we train so that the software provides the learner with subject content. To be able to use software does not mean that the process will be successful. How to use the software is the key to success.

Monday, 20 April, 2009

Sharon’s article let me as a facilitator sit back and really think about my role in schools. I came to the conclusion that I and actually most of the facilitators under the leadership of our coordinators, are on the right track by integrating ICT into curriculum. I believe that we reached our outcomes allthough it are sometimes difficult because of external factors.

Monday, 20 April, 2009

The PowerPoint presentation Understanding by Design (Grant Wiggins) goes to the heart of the matter. All lessons, including those that integrate ICT, should be designed down – start with the outcome and assessment standards. Any other type of lesson planning leads to meandering activities.

Paul R
Monday, 20 April, 2009

Reading the article with a perspective of first an educator and than a facilitator makes you wonder whether my efforts to deliver the curriculum would be impacted negatively by not using the available technology at school. Is the technology (computer lab) perhaps not the ‘whistle and bells’ taking my (teaching) time away? (lesson planning with integration, educational software). My objective as a facilitator is for the integration of technology for curriculum delivery! I do feel that the ‘right approach’ and proper planning can overcome the predicament described above.

Monday, 20 April, 2009

Sharon hits the nail on the head. One should be well prepared with a goal in mind when entering an education setup. If we as facilitators are not well equiped or on par with eg. certain software it is impossible to help teachers to integrate ICT in the curriculum. So we must plan and practise to achieve the goals set.

Monday, 20 April, 2009

Educators need to gear themselves for e learning curve exercise.They should have much courage and vision to drive the initiative to work for both the department and themselves. They will need to equip themselves on how to integrate a lesson/curriculum with multimedia resource technology.

Monday, 20 April, 2009

The purpose of technology is to assist the educator to teach more effectively. Technology will also ensure that there is more fun and wow moments during teaching.

In order to achieve more effective teaching, educators will have to plan properly. It must still be curriculum driven.

Mark C
Monday, 20 April, 2009

Usually after doing a workshop we encourage educators to play with whatever technology they are uncomfortable with so that they get used to it. The value of playing should not be underestimated. It is through playing that we learn how to use something, experience pleasure (or pain) and where the ‘rules’ of the game are learnt. Even the flashy things that technology offers can be a learning experience. It should just not be the end result. Rather it should be the beginning of new learning experiences.

Monday, 20 April, 2009

With any change come barriers to change. Helping educators to change and to see the value in changing and adopting the new innovation is the key to ICT integration.

In the past technology was driven by the acquisition of IT skills instead of as a tool to facilitate learning the curriculum. Most facilitators and educators would claim not to be techno centric however, when discussing the use of technology in schools there is always the danger that the focus will be on the technology, particularly the hardware.

I agree that when making decisions about the use of technology our focus should be to make the technology work for our learners to improve their skills and knowledge of the curriculum; for, indeed, educational technologies are only a mediator in learning processes, and only one of many.

Monday, 20 April, 2009

I think integrating technology into curriculum is not so much an easy task as we would like to believe. Yes, we have the resources to support educators at schools but to actually getting them to fully utilize these resources becomes a monumental task. So much time is spent training educators, equipping them with skills, showing and teaching them how to develop integrated ‘purposeful’ lessons. We go at times out of the way taking over their classes, just to demonstrate to them how a ‘goal orientated activity’ should be taught. By no means are we teaching them how to teach. We at times help design with them activities when they do their lesson preps. The point is, these skills seldomly are used and implemented by teachers. We monitor and support them all the way but the lack of interest displayed by some educators, lack of commitment and even technical challenges, these become distractors to trainers too often leads to what Sharon referes to as ‘veer off the track, overlooking the learning objectives’. At times training workshops would be compromised by many factors, i.e. mulfunctioning of equipment, lack of participation from educators thus resulting in producing non engaging activities. Perhaps we should take points in what Sharon is highlighting in her article but should also take into account that on the ground we are faced with challenges.

Sylvain Goliath
Saturday, 25 April, 2009

First of all I have to thank Kobus for the invitation to the blog postings. That same day, when it was posted, I could not understand it clearly. Only now after the GIS Expo (20 April to 24 April 2009) held at UWC, I realized that it is so true and could not be explained better! It is so important to focus on the learning goal. Always stick to your Objectives. It is of utmost importance that Facilitators and Educators should see the use of technology like IAWB as just another tool to get their goal -Curriculum Delivery. We must know the importance of these tools. Thorough planning needs to take place and we must always use it as simplistic as possible.

Monday, 11 May, 2009

Technology is changing all the time. In the education sphere there is also a rapid change in the different technology tools that are available to the use of educators. To keep up with this, educators need adequate training. In this regard facilitators support and equipped educators with the necessary skills to cope with the technology itself, but also to use it effectively to enhance the curriculum.

Nontobeko Tom
Thursday, 21 May, 2009


For so many years in teaching proffession the only sources of curriculum information was my syllabus, scheme of work, texbooks and library.Yes, terminology was changed as new curriculum was introduced, but not to me meaning is the same. Have a oicture of reading those Maths books, checking the suitable information for myLearning Outcome 3. Remember what is in my was to deliver the correct information to my learners so thatthey can pass it to the next generation.
Thanks to the arrival of computers in our schools.I’m no longer spending time paging different books as source of in formation.It’s easy you just google and type whatever you want and it appears on the screen with a wide choice.Whaat’s more is that classroom practises are done on computers with relevant informationor software supplied by KhanyaTechnology In Education Project.In other words computers are used for intergration of what is taking place in the classroom.
Educators are no longer two o’clock teachers but five o’clockones.Why is that? They enjoy spending time in reading and searching for more information and planning in advance usin computers.
If you agree with me why don’t you add your own input?

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