Minimally Invasive Education

The concept of Minimally Invasive Education is one that I find especially fascinating.  The basic premise of MIE is where a learning environment is created that is intended to generate the impetus that learners need to induce learning.  In short, it is educating learners with as little interference or intrusion as possible, and was borne out of experimental work conducted in India by Dr. Sugata Mitra. 

The results of Dr. Mitra’s “Hole in the Wall” experiments may cause one to wonder, as I did, whether the advancements in technology will one day eliminate the need for teachers.  While I do not believe that we will ever get to that place, what I do know is that the presence of technology has indeed brought about definite shifts in the way teaching and learning take place.  There is therefore much to learn from Mitra’s work. 

I believe that as teachers, we sometimes ignore the fact that our students are in possession of many of the skills - technological and otherwise - that they need to investigate and discover for themselves.  Consequently, we fail to tap into their potentials, and we lose them in the process. 

Thankfully, however, all is not lost, as we can work diligently towards changing the way we do things in order to maximize the use of ICT in our modern classrooms, bearing in mind the lessons learned from Mitra's experiments.

The Learners' Charter

The opportunity to participate in the creation of the Learners' Charter was a fulfilling experience for me. Being able to focus on the rights of learners to acquire quality education using ICT was a necessary perspective for me, as a class teacher, to have.  Completing the charter from the learners' perspective also added value to the experience.

Since it was my first time using MindMeister, I valued the activity even more, as it exposed me to yet another ICT tool that I can employ in my classroom.

An Audit of my School's ICT Use

The Fairhall Government School is a newly constructed primary school. The institution has one computer lab which is equipped with thirty desktop computers. Due to infrastructural constraints, only twenty of these are presently in use. There are also two computers each in the special education room, and library and one each in the principal's and secretary's offices, counselor's room and the preschool.  Students in Grades Two to Six have their personal netbooks, given to them under the government's One Laptop Per Child Initiative.  Additionally, the school is equipped with a number of peripheral devices such as multimedia projectors, printers and an Interactive White Board.  

While there are many teachers who do not use the school's computers regularly, those who do, do so for varying purposes. In most instances, they are used for the preparation of teacher-made tests and for documenting and filing of students' test scores.  Some teachers also present lessons using PowerPoint, and the viewing of videos (particularly on youtube) is fairly common.  The internet is also relatively heavily used for the gathering of information and research, as well as for accessing online activities and resources for students' use.

Administratively, ICT tools are used mainly in word processing, and to a lesser degree for communicating with teachers, parents and the Ministry of Education.   

In addition to the utilization of the netbooks for the educational purposes as prescribed by their class teachers, students use them extensively for entertainment.  They play games, view music videos and movies and chat with friends. These activities do not usually occur during class time, as there are strict rules governing the use of the devices.

I teach Information Technology as a subject only in Grade 6 (two classes). Prior to this academic year, it was offered in Grades 2 to 6, however, an administration decision was made to put that program on hold due to limited human resources. 

I believe that the resources that are available at the school are severely under-utilized. There remains some resistance among some staff members, particularly the older ones. Compounding that is the reality that the IT Coordinator at the school, who happens to be me, has a full teaching schedule which does not allow for the offering of any significant amount of assistance or support to these teachers.  What is however encouraging it that there is a small core of teachers who have wholeheartedly embraced ICT integration, which is an indication that there is hope.

Conclusions: ICT Integration in Developing Countries

The general opinion among my colleagues is that although it is not impossible for developing nations to compete with those that are developed in the matter of ICT integration, it will be extremely difficult for this to occur.  For sure, both parties will not be operating on a level playing field, since developed nations have many advantages, not the least of which are finances and expertise; hence any attempt at competition will undoubtedly be met with numerous challenges.

Of greater importance than the issue of competing, in my view, is the necessity of having well defined, workable ICT integration vision and goals.  The determination to succeed and hard work must accompany these if any progress is to be made.  Obviously, trying to reinvent the wheel is not only unnecessary but it is foolish.  As such, much can and should be learned from these same developed countries, thus avoiding many of the pitfalls that they encountered.  In so doing, there is really no need to compete, as the developing nations can now maximize the resources available to them and work within their limitations to achieve success at ICT integration.

My Thoughts on E-safety

The issue of e-safety in general is one that should get the attention of all technology users.  However, whenever the focus is on children, a higher level of attention is necessary, since they are among society's most vulnerable and should be protected at all cost.

 A few short years ago, parents were concerned about television and its impact on the minds of the young.  While this remains a factor, I think that there has been a shift, and the safety of our children as they interact online is now of paramount importance. 

While I concede that there is a lot that can be taught explicitly by discussing the risks involved, viewing videos, and so on, I am convinced that one of the best ways of fostering e-safety awareness in our students is by teaching through doing.  The modeling of desirable behaviors, and actively encouraging our students to do the same are essential elements of e-safety.  Above all, as teachers, we are to be constantly vigilant and employ "with-it-ness", so that as much as is humanly possible, we are aware of what our students are doing while they are in our care.  In this way, our students will learn to enjoy the technology through safe and confident use.

Reflections on Assignment 2

Assignment Two was as informative as it was challenging. The preparation of the speech was fairly straightforward, although it did require a significant amount of reading and critical analyses.  That process was indeed enlightening, as it forced me to look beyond the surface, and offered perspectives that I can draw on in my role as IT Coordinator.

Although I am relatively competent in slide preparation for PowerPoint presentations, the second aspect of the assignment was a tremendous challenge. It was my first effort at voice synchronization, and I struggled immensely. Consequently, that aspect of the project did not go as planned.  Fortunately for me, the written speech compensated for my lapse, and I received a grade for which I am satisfied.

Interestingly, while the assignment has been submitted and graded, it is not finished for me.  I have pledged that I will seek to master the skill of voice synchronization, since I think that it will be very useful in my classroom practice. 

One-to-one Learning

As suggested by the name, in one-to-one learning, each student is in possession of his or her own digital device, such as a laptop, tablet or cell phone.  This is undoubtedly an excellent way of supporting students' learning, and has the potential to transform the teaching and learning process.

The one laptop per child initiative in St. Vincent and the Grenadines offers the opportunity, and it is indeed anticipated that ICT enabled one-to-one learning will take place. Having interacted with the course material, and from observation and discussion with my colleagues, I am concerned that optimal benefit may not be realized from these laptops within the classroom in many instances.  I believe that the on-going professional development of teachers is needed, and support must be offered in order to achieve effective one-to-one learning within our schools.

I am committed not only to implementing the principles learned from my reading, but to collaborated with other educators when and wherever possible to deepen our understanding of one-to-one learning, share related best practices, and to remain motivated.