For pupils to perform better they need access to e-learning resources, writes Panyaza Lesufi.
Johannesburg - Now that we have celebrated the achievements of the matric class of 2014, imagine a school, community, village and society where pupils and teachers are well placed to take advantage of new technologies, where no one is excluded from the digital revolution because they or their family cannot afford a home computer.
Imagine a community where information communication technology (ICT) is expanding access to education, where through ICT, learning can occur anytime and anywhere.
Imagine a time when online course materials can be accessible 24 hours a day, seven days a week; when tele-conferencing classrooms allow pupil and teacher to interact simultaneously with ease and convenience; when based on ICT, learning and teaching no longer depend exclusively on printed materials, and multiple resources are abundant on the internet; and know-ledge can be acquired through video clips, audio, visual presentation and so on.
Welcome to the classroom of the future, courtesy of the people of Gauteng and the Gauteng Education Department.
Today my department will launch the “Big Switch On” at five pilot schools in our province. These are mainly no-fee schools which will experience for the first time state-of-the-art technology to support effective teaching and learning in class. The beneficiaries will mainly be pupils from the previously disadvantaged communities.
Why the big switch-on? Why ICT integration in education? Because today’s generation is nurtured in an intensive computing environment. Where a notebook and pen may have formed the toolkit of earlier generations, today’s students come to class armed with smartphones and tablets.
To lead pupils into the information age, schools must be equipped with the right infrastructure and technologies to teach new-age skills and abilities. The schools should be able to use these technologies to achieve new levels of learning and develop future workers who are apt with technology, knowledgeable, creative and analytic.
The big switch-on is the start of bringing technology into the classroom and allowing educators to teach pupils critical thinking, problem-solving and collaboration skills. This is a smart initiative which sets a milestone in driving ICT access in schools to benefit not only teachers and pupils, but also the communities where they live.
Indeed, the Gauteng Department of Education has made information and communications technology a critical component of our schools development programme. We cannot be left behind in the global race for talent, capital and ideas.
The case for ICT in schools and e-learning is clear. Targeted technology programmes in a number of countries have seen improvements in attendance, motivation and collaboration.
We cannot ignore the fact the gap between the rich and poor in terms of education as well as economic disparity could be addressed through effective use of information and communications technology. Every day we are reminded that ICT is the cornerstone of the transformation. That this is where we can make a difference. Our belief is the richer the learning environment in school, the better children perform.
We are aware that teachers clearly need adequate resources to aid them, and where these are absent, their pupils struggle. We know that where schools have a library, ICT, connectivity and quality teaching resources, pupils do better.
The Gauteng Department of Education’s ICT and e-education strategy will use technology to improve education outcomes, rapidly and at scale. It will enhance teaching quality, pupil engagement and school administration by training teachers and introducing devices and smart software into the classroom.
Enriching resources without dedicated teachers would achieve little. We need a corps of teachers who do what must be done. In enhancing the implementation of the e-learning programme, teachers will be trained in the use of the equipment to facilitate teaching and learning in class through the modern technology.
I wish to see the future when ICT is used in a meaningful way in project-based learning, where pupils explore real-world problems over an extended period of time and ultimately create digitised presentations to share what they have learned.
Educationists and researchers say there are three important characteristics needed to develop good quality teaching and learning with ICT: autonomy, capability, and creativity. In this way, they become more capable of working by themselves and with others. Teachers can also authorise students to complete certain tasks with peers or in groups.
Through collaborative learning with ICT, pupils have more opportunity to build the new knowledge on to their background knowledge, and become more confident to take risks and learn from their mistakes.
Many researchers say ICT fosters autonomy by allowing educators to create their own material, thus providing more control over course content than is possible in a traditional classroom setting.
With regard to capability, once students are more confident in learning processes, they can develop the capability to apply and transfer knowledge while using new technology with efficiency and effectiveness.
We know that the first cause of the digital divide is the telecommunications infrastructure and insufficient telephone lines and advanced broadband on accessibility.
Furthermore, there is lack of relevant and useful content to meet the interest.
The challenge of transforming this digital divide into digital opportunities requires the nation’s commitment and co-operation.
I am aware that this will require single-minded vision, commitment and stamina from the government – and government is prepared.
* Panyaza Lesufi is MEC for Education in Gauteng.
** The views expressed here are not necessarily those of Independent Media.
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