Computers were introduced into schools more than three decades ago – in South Africa only some schools were in this fortunate position – and for the past thirty years the issue of ICT in education has been controversial.

Is computer technology an aid to education or does it stand in the way of educators doing their job?

Many reasons for using technology in schools are cited. How valid are these reasons? Are we perhaps barking up the wrong tree?

How convincing are the following reasons for using ICT in schools?

ICT improves learning: Does ICT really help learners to learn better, or is it wishful thinking? What is wrong with the way in which learners learned their lessons during past millennia?

ICT improves teaching: Does ICT, if truth be told, help educators to teach better, or is that also wishful thinking? Many teachers believe that they manage just fine without technology.

ICT improves the economic viability of students: Is it necessary for learners to get exposure to computers while at school? Will it actually give them an advantage over others in the job situation? Can’t they acquire these skills after they are employed? Many of us older ones only came to grips with computers after we started to work.

Are we perhaps like the dog that is chasing a cat: the cat escapes by clambering up a pine tree, but the dog is barking up the oak tree?

Are we looking in vain at technology to improve learning and teaching?
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There are twenty-four hours in each day. That is the same for everyone, regardless of physical locality, age or any other circumstances.

Some teachers have found the time – in many cases created the time – in their busy lives to come to grips with computer technology. Many of them are now using computers as productivity tools and they are rewarded for their efforts in the sense that these electronic tools are saving them many hours of manual work. In addition, they are able to use technology as a teaching tool: their classroom presentations have become more effective and they, as well as their learners, are benefiting from the richness of electronic learning resources.

Many teachers have not made use of opportunities to empower themselves to use technology. Why not?

The reason most often given is that they are too busy. "Where must we get the time? We are overloaded by everything that is expected of us."

It is true that there are many demands on teachers. But why is it that some can find the time, yet others make the claim that there is no time?

There are twenty-four hours in each day. That is the same for everyone …

One could suggest a course in time management. But where will they find the time to do the course?
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Not all teachers resist the use of technology for teaching and learning. Some educators are not only using available resources but are also developing innovative ways to promote the use of tools that are at their disposal.

Kumaras Pillay, a mathematics teacher in Burnwood Secondary School in Durban, capitalized on the fact that most learners own cell phones. He created a way in which these devices can be used to access a mathematics and science website – Mlearner – which is maintained by the school. Even the most basic cell phones can be used in this way and the website becomes a forum where learners from his own school, as well as learners around the world, can compare mathematics and science notes, ask questions and help each other solve problems.

This innovative use of known technology – cell phones and the internet – has been recognized by Microsoft and Mr Pillay was recently selected as the national winner of the local Innovative Teacher Forum Awards programme; he is now on his way to Helsinki in Finland where Mlearner will compete in the Microsoft Worldwide Innovative Teachers Forum.

Mr Pillay is an excellent example of what can be done by an ordinary school teacher.

How can we encourage all our teachers to use the basic technology available in their schools, and for some of them to develop innovative ways to improve teaching and learning?
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In some schools it is difficult to get the educators to embrace technology. One may be tempted to give up on such schools and their educators.

But we cannot give up on them: the learners are the ones that will lose out. Technology is not placed in schools for the benefit of educators – if they benefit from it, it is a bonus – but rather for the advantage of the learners. It therefore follows that unwilling teachers are standing in the way of learners to improved learning: this is a serious matter.

What should our approach be in schools where we do not find immediate acceptance of technology as a teaching and learning tool?

Change your approach. Perhaps a firmer approach is needed. Is there perhaps a lesson to be learned from the fable of Aesop about the boy that was stung by a nettle?

After he was stung he ran home and told his Mother: "Although it hurts me very much, I only touched it gently."

"That was just why it stung you," said his Mother. "The next time you touch a nettle, grasp it boldly, and it will be soft as silk to your hand, and not in the least hurt you."

What is the moral of the story?

Perhaps a firmer hand is needed in getting educators to adopt technology as an education enhancing tool.
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A few days ago the posting "Work smarter …" suggested that, instead of working harder, one should work smarter.

What does it mean to be "smart"? A few definitions found on the internet are:

• Showing mental alertness and resourcefulness
• Bright: characterized by quickness and ease in learning
• Capable of independent and intelligent action

These definitions imply that a smart person will be able to think clearly, see opportunities, be innovative in making use of them and have the ability to work independently without constant supervision.

That is the calibre of people needed in our schools at present.

When one is involved in promoting the use of ICT in schools, being smart means that one would not insist on having a comprehensive job description. A detailed description of the responsibilities, activities and expected deliverables will clash with smartness; it will restrict the ability of the individual to find solutions in an area where many are still groping in the dark.

That does not mean that one can do whatever one likes. It is akin to travelling to a known location, but for which the exact route is not spelled out. The final destination will be well specified, but often one has to find – sometimes even build – the road oneself. Even the mode of travel may call for innovation. Insisting on a job description will result in being compelled to follow a circuitous and cumbersome route – the only one known to the task specifier – which will force one to work harder.

A smart ICT implementer must get a clear view of the objectives of the task; latch onto current best practice; and then strive for a better next practice.

To be able to work smarter one first has to learn what it means to be smart.
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