The term "globalization" is used frequently these days. What does it mean? It is easier to describe its effect than to define the word.

Around the globe people are more connected to each other than ever before. Travel between countries is more frequent. Communication on an international scale takes place daily. Information and money flow more quickly than ever. Goods and services produced in one part of the world are increasingly available in all parts of the world. This, in short, describes what globalization is all about.

Globalization has a positive effect on the economy. Does it have an equally beneficial effect on education? It should. Consider two examples:

Globalization provides increased opportunities to learn with and from the global community. Educators can communicate regularly with their colleagues worldwide through electronic contact. They can share their learning materials with teachers around the globe.

Globalisation also means wonderful collaborative projects for students and teachers. In a connected world, students are able to engage in meaningful content and interpersonal exchanges with people worldwide for the purpose of improving literacy and communication skills and increasing multicultural understanding.

Of course, all of this implies that technology is available to educators and students. Without information and communication technology (ICT) the wonders of globalization can not be a reality in the education sector.

The conclusion : globalisation can only extend its benefits to education if educators and learners have full access to ICT facilities. And by access more is meant than simply having equipment available: access means that a person has been trained to use the technology, and has the opportunity to use it on a regular basis.

How well are we doing in this regard? Have we achieved education globalization?
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Bill Gates starts his 1995 book " The Road Ahead " with these words:

The past twenty years have been an incredible adventure for me. It started on a day when, as a college sophomore, I stood in Harvard Square with my friend Paul Allen and pored over the description of a kit computer in Popular Mechanics magazine. As we read excitedly about the first truly personal computer, Paul and I didn't know exactly how it would be used, but we were sure it would change us and the world of computing. We were right. The personal computer revolution happened and it has affected millions of lives. It has led us to places we had barely imagined.

Yes, indeed, Bill's feeling that a great journey was about to start was right. Every now and again a technology break happens that starts a journey which likewise has a profound effect on the lives on many people.

I have a hunch that we are on the verge of a journey that may not necessarily affect the whole world in the same way the PC does, but one that has the potential to change the education system: the interactive electronic whiteboard (IWB) has enormous potential for improving teaching and learning.

At present I do not know exactly how these devices will ultimately fit into the curriculum delivery process. My observations lead me to conclude that, while many teachers have embraced its use, many are still battling to come to grips with the real power of the devices. In any event, the current approach to the use of these boards is, in most instances, mainly teacher-centric; for real success a learner-centric paradigm must be adopted.

I suspect that even the manufacturers and distributors of IWBs do not have all the answers yet. Some are doing better than others in matching their products to educational objectives, but all are facing the same challenge: an education system that is at risk. How can IWBs be used to reduce this risk?

What can we – those of us that are using ICT in schools – do to fast track this journey with IWB technology to a destination of improved teaching and learning?
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The internet is the richest single access point to information on the planet. It doesn't matter what type of information is required, it can be located on the internet: not only textual information, but graphics and sound as well.

There is a belief that when learners are exposed to the internet their whole life would change. Perhaps this is an over-statement, but it can not be denied that the resources on the internet could have a huge impact on teaching and learning.

These benefits are yet to be realized by most of the learners in our schools. Why? Consider the following situations.

Many learners do not have access to the internet. Their school may have ICT resources, but is not linked to the internet, simply because the school cannot afford it. How could this situation be resolved?

In many cases regular connections exist but learners are not given the opportunity to access the resources. There may be no arrangements during lesson time, or even after hours, to explore this vast store of information. Some computer facilities are locked up for days – even weeks – hence denying learners the opportunity to use it. How can this situation be rectified?

In cases where learners do have access to the internet, which sites are they visiting? Are they sharpening there mathematics or science skills, or broadening their knowledge and understanding of the world around them? One could only guess which sites they would gravitate to. What can we do to change this around?

The fact that the internet is there – and that computers are in the school – is no guarantee that learners will get the promised benefit from it. The miracle does not happen by itself.

What can you and I do to make it happen?
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There is no doubt that a principal’s strong leadership is a critical success factor in using ICT in schools. Where the principal takes a keen interest in ICT – and believes that it should be a part of the curriculum delivery machine of the school – one can be sure that most of the educators will follow.

Often principals do not know what is happening in the computer facility. There are too many things that demand their attention: learners from dysfunctional families who need special attention; difficult parents; low teacher morale; tik; financial problems; problems with the department; problems with the unions; vandalism; actual (or the threat of) burglaries; and so the list goes on.

In a situation where a principal is confronted by a plethora of problems, it is easy to slip into crisis management: if something is not broken, it does not receive attention.

The implication of this is that if things are not desperately wrong in the computer room – if the PCs are not stolen, or the lab is not burning down, or learners are not killing each other with electric cables – the principal will be only too glad to leave well enough alone.

But if there is nothing wrong it does not mean that everything is right. For many available periods of the day the learners may not be taken to the computer room. In some cases the server may be down for weeks without anyone complaining. Teachers may not turn up for training sessions.

Should the principal not be kept informed about how well – or poorly – the ICT facilities of the school are being used?

The question is: who will tell the principal?
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Why would a person build a house but then sleep outside?

Why would one put a door in a room and not close it?

What do you think of a person who goes to great expense to put a lock on the door, but refuses to use the key to lock it?

Why did we spend a lot of money and effort to install security boxes in computer laboratories to protect the CPU boxes against criminal activities, but then schools fail to lock them?

Over the past few weeks many of our schools were burgled by criminals who see computer facilities as soft targets. Where security boxes are installed – and locked – the efforts of the thieves are in general less successful; they act as a deterrent and slow the burglars down.

Unfortunately there are many computer facilities where these boxes, although installed, are not locked. Why not? Is it ignorance, or is it a matter of being irresponsible? One does not want to be guilty of either.

It is therefore important that all stakeholders co-operate to ensure that a procedure is in place in schools to ensure that these security boxes are locked in the proper way, and that the keys are stored in a safe and secure place.
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