The development of information and communication technologies seems to be rather like the unsinkable lifeboat, i.e. that it is self-righting. Each time that a problem arises through the demands placed on the technology, an ICTs solution develops to solve the problem. All the doom predictors of the last millennium are proven wrong, e.g. the Internet will suffer terminal ‘bytelock’, virus creators will hold the world to ransom, using ICTs in schools is just a passing phase etc. etc.
The technology has not developed because of the demands of education, but of commerce, industry and the leisure area. Pedagogy is ingenious in moulding the technology to suit its purpose but rarely has the opportunity to determine the direction of fundamental change.
One example of a technological solution to a significant problem of mass communication in southern Africa was the invention and mass production of the clockwork radio – cheap to produce, it requires only human energy and is able to run for up to one hour at a time. As yet, there is not available a clockwork PC or one that will function by solar energy. Maybe, developments of this kind will need organizations like UNESCO to stimulate practical research, development and mass production.
Meanwhile, education has to remain as always – reliant on the large multi-national companies to provide the main components of an ICTs driven pedagogy. Contrary to the main trend however, small ‘cottage’ industries are developing peripherals that allow those learners with special needs to access software, communicate and present their own ideas to a wider audience. Very rarely is the market for such products large enough to sustain a strong R & D component, but these small industries survive – largely because of the strong personal commitment of the owners.
Two other issues that the presentation touched on deserve further mention. The first concerns the ‘digital divide’. There is a tendency for the rich nations to donate ‘out-of-date’ technology to the less fortunate nations. Although this may be of benefit in the short term, maintenance and lack of spare parts and pedagogical software soon renders the equipment useless.
The second issue is one of access by pupils in school. Whether the school is elementary or secondary, when new machines are purchased for the school, it is the older students that have access to the newest equipment. The reverse should be the norm, i.e. give the latest equipment to the youngest students – even 5–6 year-olds. They can then grow with the technology and exploit it fully in their early years.
Schools need considerable guidance when purchasing new information and communications technologies. The cycle of upgrades, versioning of software, networking, etc. is about 2 years. Teachers do not necessarily have the technical knowledge to make informed decisions about purchase and yet, other than salaries, ICTs are likely to be the largest item of expenditure that a school makes. Regional and national advisory services should be providing impartial advice in this area.
The technology has not developed because of the demands of education, but of commerce, industry and the leisure area. Pedagogy is ingenious in moulding the technology to suit its purpose but rarely has the opportunity to determine the direction of fundamental change.
One example of a technological solution to a significant problem of mass communication in southern Africa was the invention and mass production of the clockwork radio – cheap to produce, it requires only human energy and is able to run for up to one hour at a time. As yet, there is not available a clockwork PC or one that will function by solar energy. Maybe, developments of this kind will need organizations like UNESCO to stimulate practical research, development and mass production.
Meanwhile, education has to remain as always – reliant on the large multi-national companies to provide the main components of an ICTs driven pedagogy. Contrary to the main trend however, small ‘cottage’ industries are developing peripherals that allow those learners with special needs to access software, communicate and present their own ideas to a wider audience. Very rarely is the market for such products large enough to sustain a strong R & D component, but these small industries survive – largely because of the strong personal commitment of the owners.
Two other issues that the presentation touched on deserve further mention. The first concerns the ‘digital divide’. There is a tendency for the rich nations to donate ‘out-of-date’ technology to the less fortunate nations. Although this may be of benefit in the short term, maintenance and lack of spare parts and pedagogical software soon renders the equipment useless.
The second issue is one of access by pupils in school. Whether the school is elementary or secondary, when new machines are purchased for the school, it is the older students that have access to the newest equipment. The reverse should be the norm, i.e. give the latest equipment to the youngest students – even 5–6 year-olds. They can then grow with the technology and exploit it fully in their early years.
Schools need considerable guidance when purchasing new information and communications technologies. The cycle of upgrades, versioning of software, networking, etc. is about 2 years. Teachers do not necessarily have the technical knowledge to make informed decisions about purchase and yet, other than salaries, ICTs are likely to be the largest item of expenditure that a school makes. Regional and national advisory services should be providing impartial advice in this area.
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