When the laptop supplier provides a bag, the brand name of the laptop will usually be displayed proudly on the outside. It is understandable that manufacturers wish to promote their products, but it causes a problem for the owner of a laptop. The brand name shouts: There is a laptop in here. This is an invitation to thieves.
Of course, many bags without logos still look like laptop bags. When you consider bags, choose one that will not make it very obvious what is inside.
Unobtrusive bags and backpacks with special compartments for laptops are available. Some bags have smaller removable padded sleeves to house the laptop, for further protection and ease of handling.
When selecting a bag, consider the following:
- Size the bag must be big enough for the laptop not to be squashed and so that it can accommodate accessories, papers and other things that you would normally carry in your brief case
- It must be well padded for protection if it is dropped accidentally, the extra padding may reduce damage
- If you are going to carry it for long distances, look for a bag with padded straps and a comfortable handle
- Your normal travelling mode if you commute by train or bus you would need a more robust bag than when you are travelling by car
A laptop carrying bag must not be a fashion statement it should serve the purpose of protecting your valuable equipment.
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If one has to install a complex product at a great number of institutions it makes sense to develop first a workable model and then apply it uniformly at all the sites. There are great economic and resource benefits in applying the one size fits all principle.
Does this principle also apply in the case of supplying computer facilities to schools? Could one develop a single model and then superimpose it on all schools? One could, if all schools were alike.
The reality is that schools are not alike they are unique entities. Educational requirements differ from school to school. Furthermore, in Africa there is a huge infrastructure disparity between schools.
When technology is introduced at the school, one first has to prepare an appropriate environment. The extent of such preparations will depend on what already exists, as well as what the intended curriculum application would be at the particular school.
The level of technology maturity must likewise determine the shape and size of the facility. For schools where teachers have never used computers before, a standard computer room may be the best solution it will give teachers the opportunity to come to grips with technology. On the other hand, where teachers have been using these tools for some time it may be more beneficial to move specific equipment, such as interactive electronic whiteboards, into individual classrooms. In this way technology will be available to them for use throughout the school day.
Rather than trying to squeeze all schools into the same technology mould, the course of wisdom is to determine first what the educational requirements for any particular school are, then assess what needs to be done to create the ideal facility, and only then design the model to be implemented.
Of course, there could be standard models that are applicable in multiple situations but these models must be customized to fit the requirements of the particular school.
When it comes to technology implementation in schools, one size does not fit all.
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Do not neglect making backups when you use a computer it is as important as putting on a safety belt when you get into a car, or washing your hands before you eat, or locking the door before you go to bed. In many cases you may get away when you ignore these things, but one day, when you least expect it, you will be caught.
Take the fable of the cage bird and the bat to heart.
A singing bird was confined in a cage and only sang at night when all the other birds were asleep.
One night a bat came along and clung to the bars of the cage and asked the bird why she was silent by day and sang only at night.
I have a very good reason for doing so, the bird replied. It was once when I was singing in the daytime that a bird catcher was attracted to my voice he set his nets for me and caught me. Since then I have never sung except by night.
It is no use doing that now when you are a prisoner, the bat said. If only you had done so before you were caught, you might still have been free.
The moral of the story: Why do you have to be caught before you will listen?
Many people have been entrapped by not making backups. Learn from them. Establish a realistic backup routine for yourself.
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Is cloud computing viable for schools in Africa?
A previous posting explained the concept of cloud computing. The term refers to the ability to use a very simple computing device it could be a computer at an internet cafι, a low specification PC, a cell phone, or similar instrument to draw required application programmes from the internet, and then store all data back on the internet.
In cloud computing everything, except for the device in your hands, lives in the clouds.
Could this be a solution for schools in Africa? Simple devices; no complicated networks required; use of free programmes (even educational software); and free data storage a real bargain for cash-strapped Africa! In addition, you can compute whatever you like, whenever you like and wherever you are. This sounds like heaven beyond the clouds.
But before you get excited, just pause for a moment and consider realities:
- Internet connectivity is still not available in large parts of the continent.
- Even cheap computing devices would be outside of the grasp of many.
- Cloud computing is a step up from conventional computing in the paradigm hierarchy most people on the continent can not even perform the most basic functions. It will require considerable training efforts to get them to the point where they can come to grips with the concept of cloud computing.
These comments should not be seen as being negative they are intended as a reality check for those who may be misguided into thinking that the lack of resources is the foremost technology problem on the continent. Education and training are the greatest challenges.
By all means, reach for the clouds, but keep your feet firmly on the ground.
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Some teachers of a foreign (or second) language insist that only this language be used in their classes. For example, a teacher of English to non-English speaking learners may be adamant that only English is spoken in her class.
This approach makes sense. The only way to learn a new language is to use it. It doesnt matter if the grammar is not perfect at the start, or if the learner battles with vocabulary; the important thing is to get the feel of the language and then to gain some confidence in using it.
When technology 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 main 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. It also implies that a stable network is in place and that all teachers have email addresses and that they have received adequate training in its use.
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.
[This is a republishing of a previous posting - see the interesting comments that some teachers have made on this topic].
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