Assodah Tirvassen
14 November 2008
Port Louis — ICT in schools and training centres is a very good move but there are still barriers to its succesful integration in the education system.
The vision of Mauritius as an Information and Communication Technologies (ICT) hub is becoming more and more the concern of policy makers.
And we hear repeatedly that education has a key role to play to help the country achieve its strategic objectives. Unfortunately, the focus is on the development of computer skills without much attention to the role that the new technologies could play in enhancing the teaching and learning process.
It is generally argued that the current generation of school children needs new technologies in the classroom environment to be better prepared for the world of work where the internet and related technologies are becoming more and more ubiquitous.
However the real integration of the new technologies in our schools is taking time. Though they have proved to be useful tools for the teacher, radio and television have not revolutionized the classrooms as their advocates expected. The digital technologies are also being heralded as agents of change in educational systems.
At post-secondary level, students are using ICT to achieve their educational objectives. However, primary and secondary schools are not yet benefiting from the wide possibilities of integrating new technologies.
Barriers to this integration, which are often quoted, are infrastructure, availability of materials, trained teachers, curriculum constraints and resistance to change from teachers. Children from the literate homes are already well exposed to new technologies. It is the role of the school to breach the gap of inequality as regards educational opportunities.
Lack of policy and resources
There is a commitment on the part of policy makers to encourage the development of ICT to respond to the needs of the knowledge economy.
Policy and financial resources are not enough to bring about the ICT revolution in our schools. One could say that much effort is being made in this direction with the various strategic plans which already exist and computers are becoming available in the school setting.
Yes, but we need a coordinated approach within an enabling framework which needs to include sensitization programs on the use of ICT for educational purposes.
Parents also need to know how the computer could help the child for the motivation could then start at home. Another key element in the enabling framework would be teacher training focusing on ICT use to enhance teaching and learning for the new technologies encourage an active rather than a passive role on the part of the learner when communicating, reflecting or problem solving.
Advocates of new technologies insist that ICT help the teachers in structuring, illustrating and representing ideas by linking high quality texts, images and sound.
Obviously the curriculum has to be an innovative one, which will be compatible with the changes in practice at schools. Provision of educational materials facilitates the task of the teacher.
However the educational producer of technological materials needs the support of the school community to know the needs of the school for proper use of the materials.
On the other hand, curriculum developers should work closely with key educational stakeholders to make ICT a reality in the classroom.
Some could argue that deprived schools need basic equipment to fulfill its educational function before going towards ICT but the computer is now considered as an essential tool, which provide, wide opportunities to pupils if properly used.
So to ensure a successful integration in the classroom, ICT should cut across all subjects and not be limited to classes devoted to the development of IT skills only.
Technology will not solve all our educational problems but it would be a mistake on our part in not making the best use of it as educators.
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