Monday - Jun 21, 2010
For the last two years I’ve had the opportunity to teach English at a summer camp in northern Spain. The opportunity to teach children in the picturesque foothills of the Pyrines mountains for a third year was too compelling, thus putting me at the camp yet again.
It must be noted that the teaching experience at the camp is extremely low tech. In fact when you cast preconceived notions about Spain and its architecture aside, there’s little that is high tech about running a typical summer camp in the country. White boards, tables, and chairs comprise most of the classroom tools at the teacher’s disposal here.
Yet despite all the discussion on and investment into technology in schools around the world, the low tech summer camp in Spain isn’t to be considered a failure by any means. While the teaching of English is one of the key focuses of the camp, the lack of technological devices doesn’t detract from the the process. If nothing else, it proves that the teacher’s arsenal of creativity, resourcefulness, and flexibility are still valuable tools.
At this point I can imagine some readers stating that GPS scavenger hunts and Internet research have their places in a well-run summer camp. I wouldn’t disagree in full but would argue that installing these options into a camp merely for the sake of making the camp more high tech has its own share of pitfalls. Without compelling curriculum and educational implementation such tech is useless at the English summer camp.
Additionally, the modern-day insistence on tech in the classroom need not extend to the camp. For many the typical English summer camp incorporates many elements of the outdoors and nature. With increasing numbers of people taking their Blackberries, iPhones, and laptops with them on their outdoor excursions, the connection with nature seems hopelessly lost. Why extend that need to be always connected to the camp?
I admit that even for me, this disconnection from technology is difficult. I’m typing this entry on a laptop late in the evening here at the camp. I’m even using this laptop to organize lesson plans. But I have no Internet connection; I’ll have to go to the nearest town for that. And this laptop isn’t an integral part of my classroom either. I depend on my wit, knowledge, and creativity far more than I do this laptop.
In all, I realize that the heady talk of implementing tech in the classroom can be addictive. But when it comes to teaching an English class in the Spanish foothills, I realize that tech doesn’t have to infiltrate every classroom in the world. What are your thoughts on low tech teaching and applicable applications?
Monday - May 31, 2010
I read an interesting article a few days ago on the Campus Technology Web site about the basic infrastructure of learning facilities and how they’ll likely have to change for full adoption of technology.
“What I think we are confronting now is that the core infrastructure of higher education, that’s been built over the past several hundred years, is really becoming a barrier to innovation in terms of what technology potentially can do to improve teaching and learning,” said Josh Baron, Director of Academic Technology and eLearning at Marist College in Poughkeepsie, New York.
Baron went on to say that without dedicated education technology leadership, many education facilities aren’t going to be able to adapt their infrastructures. Without solid leadership and direction, tech in schools may simply lead to “pure automation of teaching and learning to the point where it’s just people on computers memorizing facts,” he added.
I hinted at this failing while talking about the technology facade a few weeks ago. Operators of learning centers must consider having some sort of education tech leadership, whether it’s an internal or external candidate. Without that, deployment plans, curriculums, and training may be lacking or absent, causing the implemented tech to fail in purpose.
But are there consistent methodologies to be adopted to meet the tech challenge? Robert McLaughlin, who works for the New Hampshire Department of Education, has pondered the same question.
“Many people talk about how schools and preparation programs need to change dramatically to meet the needs of 21st century students, but there isn’t any consensus about what that really means,” McLaughlin, who was also the committee chair for the recently held New Hampshire invitation summit for educators, told the Examiner.
Teachers from all over New Hampshire participated in the summit with the hope of gaining a clearer picture of the problems they face. This large-scale, statewide approach is at least a first step in the right direction. But for every New Hampshire, there are plenty of other U.S. states and schools that aren’t as keyed in to the issues.
Do you find that the educators in your area are ready to deal with change? Do they seem to understand the driving factors that may very well change the basic infrastructure?
(Photo used under Creative Commons attribution license: http://www.flickr.com/photos/nesri/ / CC BY 2.0)
Monday - May 24, 2010
According to Nigeria’s online newspaper NEXT, the country’s Federal Executive Council (FEC) announced last Wednesday that it had approved N3.6 billion ($23.7 million U.S.) to be used for the purchase and implementation of computers and Internet and power infrastructure. But will it really happen?
Nigeria has long faced a wide array of problems over the years, including corruption, political strife, and unfulfilled promises. Prominent among Nigeria’s struggles has been the process of bettering the education system.
“It is a sector that is haunted by long-term neglect and seemingly unending crises that have left it more or less prostrate,” said Mike Ebonugwo in an article for allAfrica.com in 2008.
So when the FEC announced its plans to invest in Internet and technology in the classroom last week, many in the government expected a jubilant response. Yet the average citizen continues to be skeptical.
Commentor “Zainab” echoed the skepticism of others, saying: “[T]his is a clear and typical case of misplaced priorities by the Nigerian government. When most public schools lack basic infrastructure like desks, chairs and even classrooms and textbooks as some pupils and students sit under trees and sit on the ground, the government is talking about [I]nternet without addressing these basic problems.”
Other Nigerians raised questions about how the proposed technology would be powered. After all, Nigerians have long fought to push government to build a stronger and more reliable power infrastructure. The power issues facing the country were made even clearer two years ago, when the BBC reported that it would likely take $85 billion U.S. to provide stable power to most of the country’s 140 million residents.
“Nigeria is one country where power has remained problematic despite billions spent yearly, even as less endowed neighbors like Ghana, Benin boast of more regular power supply,” said Ikechukwu Eze and Alex Chiejina in a BusinessDay article published today.
Grassroots protests and discussion have even grown from the discontent, with the Light Up Nigeria movement taking on a global presence on Twitter. “The movement is demanding action from the Nigerian government and political office holders, both at the local, state and federal levels, to solve the power supply problem,” says the site.
The FEC made provisions for the placement of solar power stations to run computers and Internet architecture, but it wasn’t clear if the group had specific details on how such a power system would be deployed. The government was optimistic, however, that the program would change how Nigerians are educated.
“Under the program, each school will receive equipment and facilities that would link them to high speed Internet, and they would be encouraged to share these facilities with their surrounding communities on a commercial basis to support maintenance and ensure sustainability,” said Dora Akunyili, Minister of Information and Communication.
While many remain skeptical that the Nigerian government will come through with its ambitious 36-week project, non-profits like the Nigerian School Project continue to provide a variety of equipment and services to Nigerian schools. These types of organizations will continue to be vital to the youth of Nigeria as uncertainty about government-funded education initiatives remains.
Do you think Nigeria’s plans to implement broadband Internet and computers in the classroom will ultimately be successful? What other challenges exist to creating a better school system in Nigeria?
(Photo used under Creative Commons attribution license: http://www.flickr.com/photos/olpc/ / CC BY 2.0)
