The unexpected consequence of trying to solve a problem with only partial knowledge could very well be the creation of another problem.
An example of this is when, years ago, wheat farmers experienced problems with birds eating some kernels as the wheat was ripening. It was not as if the birds were destroying the entire crop, but farmers believed that a flock of birds could make a significant difference to their profit margin. They therefore launched a focused campaign to get rid of the birds. They shot them and they poisoned them. Within a few years they practically wiped out the entire population of those birds that posed a threat to them. As the farmers were congratulating themselves on being rid of the bird pest another disaster hit them. Swarm upon swarm of locusts came and completely devoured their crops. The farmers did not realize until it was too late that the main diet of the birds that pecked at their wheat was in fact locusts. When the birds were destroyed, the locusts multiplied so rapidly that a plague developed. What seemed to be a solution for a relatively small problem resulted in a catastrophe.
ICT was introduced to schools to bridge the digital divide. It is also seen as a solution to the educator shortage problem. Is it possible, however, that while we are solving social and education problems, we are creating far greater ones?
One possibility is that musculoskeletal (neck and back) problems could develop as a result of the long hours and the way learners are sitting in front of the computers. As we become more dependent on computers to teach learners, the periods of engagement will increase and the potential physical problems may increase accordingly.
To put it simply: while solving the education problem by using computers, we are at risk messing up the backs of our learners. We may very well be raising a crooked generation.
A project introducing ICT in schools can therefore not be complete unless adequate attention is given to ergonomics and posture education. Khanya values their partnership with the Physiotherapy Department of the Medical School of the University of Stellenbosch where extensive research in this area is currently taking place. The results of this research will inform Khanya about the preventative steps that need to be taken.
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"A team of dedicated facilitators is contributing enormously to the positive growth of our learners. The Khanya program makes mathematics and science education accessible, meaningful and FUN for learners through appropriate use of Information Technology."
This is the comment of the panel of adjudicators in support of their decision to grant a silver award to the Khanya Project during the 2006 Premier's Service Excellence Awards, which took place on 23 November 2006. Khanya is indeed honored to receive this prestigious award for being an example in practicing the Batho Pele principles in the public service.
This comment of the adjudicators emphasizes a crucial point – the importance of using facilitators.
What is a facilitator? A facilitator is a person who helps. And that is exactly what facilitators are doing in the Khanya project.
After a computer facility has been established in a school and educators have been trained, one cannot assume that the facility will be used optimally for curriculum delivery purposes. Experience has shown that average educators need to be supported for a period of between two and three years before they become fully productive in the use of ICT as a teaching tool. During this period the facilitator helps, supports, coaches and acts as a mentor, to guide the educator in the use of this new medium.
It follows that the facilitator must be a very special person – an industrious, friendly individual with a passion for empowering others, technically very competent and with a sound understanding of the education system. Khanya is blessed to have hand-picked facilitators who rate very high against these requirements.
Khanya facilitators - I salute your skills, passion, energy and above all, your dedication!
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On 19 November 2006 the Khanya project received an award which is possibly the highest form of praise it has received to date. The project was crowned as the "Leader in Empowerment" by the Top Technology 100 (TT100) Awards Programme, sponsored by the Department of Science and Technology.
In describing this particular award, TT100 stated: "Honoring the enterprise that has best delivered on its commitment to incorporating all South Africans into the business of science and technology, this Award recognizes tangible contributions made towards growing the skills and experience required to build a knowledge-based economy, drawing on the inputs of all South Africans and changing the social landscape by truly empowering all South Africans through Science and Technology."
Reporting on the award, the magazine "De Kat" reported the following: "The project's clear mission, the commitment of everybody involved, and the fact that solutions can be adapted to the needs of different schools, had the adjudicators ecstatic. 'The Khanya project is a wonderful example of how these important challenges can be addressed in the government arena. The way in which technology is used is original and sustainable – the Khanya project makes better use of available means. Cooperation is an important reason for the success of the project – it includes suppliers, donors, schools and their communities, the department of education and the provincial government,' said the adjudicators."
How does one remain humble in the face of such praise? First of all, there must be an acknowledgement that the project does not operate in isolation. It is tool in the hands of the Western Cape Education Department, and the success of Khanya is a mere reflection of the good leadership of the Department, as well as the innovative spirit displayed by many of our colleagues in the province. Recognition must also be given to the superb support of the various partners of the project, such as suppliers and donors. Many principles, teachers and local communities have also played a huge role in reaching the objectives of the project. It just shows what is possible if there is cooperation and a desire to succeed!
What will really keep every Khanya team member humble, however, is the name of the Award: "Leader in Empowerment". Let us never forget that our mission is to empower and enrich others and not ourselves.
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When you hear the word “envelope” what is the first thing that comes to mind? Perhaps a paper container for a letter?
The word, however, is also used in aviation to refer to a collection of curves on a graph that defines the maximum capabilities of an aircraft. The envelope thus describes the generally accepted ranges and limits within which a high-performance airplane can operate.
Towards the end or World War II test pilots started pushing their aircraft beyond these limits and this practice came to be known as “pushing the envelope”. This piece of aeronautical jargon gradually entered general usage to describe any situation where accepted and conventional limits are challenged.
To what extent are we pushing the envelope in education?
ICT is viewed as a potentially valuable teaching tool and many schools have adopted its use. Some may regard this as pushing the envelope, but is it really? While we may be using new tools, are we not still operating within the same traditional boundaries of a teacher controlling the learning experience in a class-room?
How can we push beyond this boundary? We have to think beyond the teacher and beyond the class-room.
If computers are used to perform human functions in so many other spheres of life, why can it not be used to teach in cases where teacher capacity is lacking? Or even when there are no teachers?
With increasing numbers of educators leaving and decreasing numbers entering the teaching profession, one can reasonably ask: what if a class of learners suddenly finds itself without a teacher? Should we not push the envelope beyond the position where ICT is used as a teaching tool to one where it is actually doing the teaching?
Pilots who pushed the envelope in their flying excursions often crashed. Are we heading for a crash if we postulate that the day may come when the computer may push the teacher out of the class-room?
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Why is it that Grandmother’s homemade jam tastes so much better than the stuff bought in tins in supermarkets? Many matriarchs may claim that the success is based on their secret recipes. However, if the recipe is such a great secret, why does every grandmother know it? So the answer must lie elsewhere.
The collective success of grandmothers the world over is based on the fact that a small quantity of jam is cooked at a time. She would cook, stir, taste, add a little of this and add a little of that, and repeat the process until it is just perfect. When jam is mass produced it is just not possible to attend to details to the same extent and so quality is forfeited.
The moral of the story is that, in spite of some economic advantages, mass production has the definite disadvantage that possible gains in quantity are offset by a loss in quality.
The same principle is applicable to various aspects of the use of ICT in schools.
One example is during the installation stage. One may be tempted to think that a single infrastructure model can be superimposed on all schools. The imagined benefits could include cost savings emanating from bulk purchases, as well as speed of implementation. But this comes at a cost: the facilities may not be tailored around the unique needs of individual schools.
Another example is what happens if one attempts to use a fast track training programme to make all educators computer literate. The cheapest and easiest way to train teachers is to use distance learning. Yet, how palatable are the results?
The argument here is not against standardization of implementation. Neither is it against distance learning. It is rather a plea to give much closer personal attention to the needs of every school and every educator. Remember the success of Grandma’s jam: lots of effort and personal attention to detail.
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