This approach makes sense. The only way to learn a new language is to use it. It doesn’t matter if the grammar is not perfect at the start, or if the learner battles with vocabulary; the important thing is that the learner gets the feel of the language and gains some confidence in using it.
When ICT is brought into a school, a new language is likewise introduced: the language of E.
How do we help teachers (and learners) to start using this language? One way is by insisting that they use E as the only medium of communication.
E is not a spoken language; it is a language in a different sense. But one can apply the principles of language learning. For example, in written communication with teachers, one should insist on using only email. One of the first things that teachers should learn is how to use email.
Principals can play a big role by being firm that all internal communication (memos, schedules, circulars, etc) take place via email. Of course, that implies that the principal has bought into the concept of E.
Facilitators at schools must put the necessary structures and training programmes in place to ensure that email becomes the standard way of communication in a school.
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Khanya has built up a track record of excellent service delivery; all our staff members and partners can be proud of it.
Attention is given to the entire spectrum of ICT implementation: physical infrastructure preparation, connectivity issues, hardware and software implementation, development of learning material, IT training for teachers, ongoing facilitation, and other forms of follow-up assistance.
It is necessary, however, to do some serious introspection from time to time. Where are the weak links? Why does the system work better in some schools than in others?
Consider this picture:
What is our weak link or links? It is important to know, since the chain is only as strong as the weakest link. If a deficient link is identified, one could do one of three three things: leave the link as it is and live with the consequences; remove the link and have a shortened chain; or fix the link. It clearly should be our preference to do the latter.
This is an invitation to you to give us your frank comments with regard to the weakest link(s) that we should be strengthening during 2008.
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The architect and furniture designer, Ludwig Mies van der Rohe, was one of the main proponents of minimalism in art and other design forms. Minimalism is the notion that simplicity and clarity lead to good design. Van der Rohe became famous for using the proverb : "less is more".
The design of modern architecture, cars, furniture and other utility items are still influenced by this principle: simple, clean lines are preferred to frills.
The "less is more" principle could also be applied in our choice of software for schools. It has been observed over the past years that some impressive software packages are installed in schools but are not used. The reason for this is that it is too comprehensive, too complicated and requires too much effort to grasp by the average educator. On the other hand, far less sophisticated software packages are embraced by teachers starting out on the ICT road. Why? Clearly because they can more readily identify with such simple tools.
A similar observation has been made regarding the number of software tools given to a school at the outset. In a well-meaning effort to cover all the bases, teachers may be swamped by a bewildering array of products. The result? There are too many different tools to learn; the road of least resistance for some teachers is to give up.
With the wisdom of hindsight, it seems to be the best policy to provide schools with only one or two, simple to use, software products when they are introduced to ICT. As individual teachers mature in their use of technology, more complex programmes can be added, according to their requirements. In fact, when teachers have out-grown the introductory products, most of them start to search for more appropriate ones themselves.
The successful use of technology in a school cannot be measured in terms of the number and elegance of software products in their possession; success is rather manifested by the degree to which these products are used to improve teaching and learning.
Before stocking up on software products, consider the proverb: "less is more".
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Some teachers are hesitant to use available technology in the class room. The root cause may be a lack of confidence in their technical abilities.
A person who has never used a computer before may feel threatened by hi-tech equipment. But think of it this way: the human brain is thousands (perhaps millions) of times faster and more powerful than the most advanced computer available today. This brain has the ability to learn constantly – and each one of us has one!
Yes, the powerful brain one carries around is more powerful than the PC in front of one. Why should a person be intimidated by it?
Perhaps all that is needed is a bit of confidence. “Confidence” is defined as: persuaded of; very sure of; convinced of something; trust that a person is capable; assured of success.
If teachers are e-confident it means that they will feel sure that they can succeed in using e-things.
They can be helped to gain this e-confidence in the same way one would teach children to ride a bicycle: show them other children riding it (creating the desire within them to ride it); then give them the bicycle; let them get onto it and put their hands on the handle bars and feet on the peddles; hold onto the back of the bicycle until they are moving; know when to let go; pick them up when they fall and console them; help them get back on again.
Teachers may not be born with e-confidence – but it is a quality that we can help them to cultivate.
The message to teachers must be: Jy khan-ya!
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The new academic year has started with all the pandemonium of new learners coming in, new schedules going into operation, textbooks not being delivered and all the other bits and pieces of "first week of the year" chaos that we have become accustomed to.
Ideally the computer facility in the school should start operating on the very day that school re-opens. Did it? Or should one rather ask: "Why can it not be used on the first day of term?"
Even if there are no textbooks, and the schedule has not settled down, a good teacher will take the gap and take a class into the computer room and start doing some meaningful work with them. One should never allow a dysfunctional system to squeeze one into its mould. Teachers and facilitators should never be infected with the "first weeks of the year" syndrome.
While some teachers and facilitators were doing very well to get the ICT facilities of the school up and running within the first day, or at least the first week, sadly some others will take much longer. Can we change this situation around this year?
I believe that it was Martin Luther King, Jr, who said: "If it falls your lot to be a street sweeper, sweep streets like Michelangelo painted pictures, like Shakespeare wrote poetry, like Beethoven composed music; sweep streets so well that all the host of heaven and earth will have to pause and say, ‘Here lived a great street sweeper, who swept his job well'."
The "first weeks of the year" syndrome stands in the way of true greatness. How quickly can we get rid of it?
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