vendredi 25 juin 2004, par MAGWIZI Sithabile
Global Teenager Project Coordinator / Facilitator
World Vision International Zimbabwe
59 Joseph Road, Mount Pleasant, Harare, Zimbabwe
Tel : +263 4 301715 / 301709 / 301172
Fax : +263 4 301330
Mobile : +263 91 331369
email : email@example.com
Proficiency in ICT skills is now regarded as important as basic reading and writing skills. In order to achieve computer literacy among the entire population, ICTs should be incorporated into the formal education system of a country. It must be noted however, that this process does not begin and end with putting computers in schools. Maximum use and benefits can only be derived through corresponding changes in approach to teacher training, curriculum development and administration.
Overall the support from teachers and the community is necessary to ensure the success of strategic initiatives. This can only be achieved by involving input from representatives of all stakeholder groups, for the development and implementation of the necessary policies and strategies. To gauge the extent to which this goal achieves transformational development, which is sustainable, practical measures will have to be put in place.
For development and implementation of the necessary policies and strategies for ICT development in education, the key stakeholders in the sector include :
« ICT has huge potential to engage pupils in ways that will help to realize their individual potential, whilst also offering teachers new opportunities to develop their professional skills in the classroom » - Estelle Morris
The concept looks at combining access to the Internet and networked computers to produce an innovative breakthrough child focused solution that is geared at achieving sustainable transformational development in the communities we work with. Effective use of ICT can enrich and enhance all aspects of schooling ; teaching and learning, management and administration, and pupil’s achievement.
Computers can be used in classrooms to enhance learning by improving the quality of education in the classroom. Computer aided instructions gives opportunity for fast learners to flourish and slow learners to catch up through facilitation of self-paced learning. The Internet can be used in the classroom as a research tool to broaden horizons of both teachers and students.
Equip school leavers with the ICT, information and learning skills needed for employability and lifelong learning and enable them to engage in a technological society.
Support innovations in schools improving the effectiveness of schools and teachers.
Distance education can be used to strengthen educational capacity and also to provide equitable access to limited resources especially in remote areas. Thus ICTs can be used to introduce or enhance distance education, by facilitating online courses and e-learning for both teacher and student. Distance education can provide a very useful supplement for the shortfalls in higher education and professional training institutions.
ICT can be used for effective monitoring and management of education system. (E.g. tracking and analysis of student performance, student record keeping, tracking of fee payment, e.t.c)
Computers in schools are usually used during school hours. There is possibility of extending computer use to provide :
Creates the opportunity to link schools, libraries, resource centers and research facilities locally and internationally.
Effective implementation of policies and ideas necessitates identifying and forecasting potential challenges :
Unless ICT development is incorporated into the development plans of the school they risk misplaced investment and wasted opportunities for learners. Unless we are clear about what we want to achieve we will not be able to plan or achieve ;
Human societies, behaviours, systems of knowledge, and technologies are all interwoven in continual change. To describe the impact of some particular technology on society is a reductionist approach that risk missing the impact of society on the technology. Even when technologies that have been developed in centres of industry are exported to centres of continuity without any adaptive change to their design, they might be used in ways their designers had never imagined. (This is parodied in the opening scenes of the South African movie, The Gods Must Be Crazy. A soft drink bottle tossed from an airplane comes to serve an unmanageable variety of competing uses for the nomadic community that lives where it happens to fall.)
These impact areas could be :
Professional (skills for work)
Environmental (e.g. changes in the use of physical space)