by Matthew Foster

Created on: August 08, 2009

It is no secret that the modern child is 'tech savvy'. Children embrace the use of computers as soon as they are old enough to hold a mouse. Give a child the choice between reading a book on a subject and navigating a program, and they will opt for the software every time. To the young learner, educational software is something new- it plays music and video, and gives the child the control. Why should they be more interested in a book or textbook? I know I wouldn't be.

The baffling fact to consider then is why educational software is so largely underutilised in schools. True enough, software with the educational content of the book beating calibre needs to be good, and with quality comes price. Equipping classrooms with computers is a costly affair and many schools just do not have the budget for this. Budgetary problems are part and parcel of the running of any school, however the school usually finds a way to fund 'the new sports hall', 'the new books for the library', 'the new football pitch'. Why then does IT always take a backseat in this process, why with all its benefits, is it so low on the school's priority list?

The answer to this question is simpler than one might think. In most cases the immovable obstacle to IT implementation lies with the teachers themselves. It is the teachers who generate enthusiasm for the curriculum, and they that will add value to the entire investment.In order to start the value-added process the investors must have the full co-operation and support of its teachers. A radical change in teaching will only occur if the educators are willing to accept the innovation. Many teachers find the shift from blackboard to keyboard daunting or intimidating- Senior teachers in particular may have little interest in computers beyond the benefits of email and printing documents. The senior teacher tends to trust only the textbook, making it their bible and blueprint over the years- Its worked before, why should they change now?

If any school wishes to make the move to empower its students through computers in the classroom, it must first begin by convincing its teachers. The first step towards this comes in training and education of tutors in the new techniques. This process must not just include teaching them of the benefits of utilising computers in the classroom environment, but also teach them how to use the computer/software fully. Indeed, surveys have shown that there is a positive correlation between the number of hours in training and the belief of the positive benefits of new technology in the classroom.

As in any workplace, the key to success is the people therein. It would be a wasted investment to simply dump new technology on your human resource. If any institute wishes to successfully implement computers into its classrooms, it should start by obtaining the full cooperation of its teaching team and building from there.

References:
http://www.checkpoint-elearning.com/article/3936.htm l
http://writing.colostate.edu/guides/teaching/pcteach er/pop4c.cfm
http://pdfserve.informaworld.com/680442__750837722.p df
http://www.educationsoftware.co.za/index.php?/Educat ion-Articles/teachers-and-technology-in-the-school-c lassroom.html

Learn more about this author, Matthew Foster.
Click here to send this author comments or questions.