Software is expensive. Schools have budgets. Educational software is also expensive. Schools buy educational software. Which means schools have budgets for educational software. And so they should. There are many excellent products out there, each adding their own flavour of value to varying aspects of the academic environment. But are these resources being fully maximised?

How many schools would spend R20,000 upgrading the cricket pitch and then not appoint a coach for the team? So why do schools spend R20,000 on software and then not appoint a coach or even a team? The groundsman takes care of the pitch, but does not necessarily coach the team, in the same way that the IT Administrator oversees the computer room, but does not necessarily drive the software. So who uses, implements and grows the use of this investment? I suggest forming a “Software” team …

“Kamp Staaldraad” took the country by storm and received heavy criticism. While I am not advocating such drastic measures, I am intending to make a point – invest in your investment and it will work harder for you.

“Kamp Staaldraad” was implemented as part of the Springbok’s training/team building. Aimed at maximising a Nations’ invest in their chosen team. The result – plus a few other strategies? A world class team.

“Kamp Komputer-Kamer” could achieve maximum use of a school’s investment the following way:

1. Appoint a team of teachers (perhaps a representative from each grade/learning area) to meet once a week in the computer room.
2. This forms part of their extra-mural activities. While the teachers are in the computer room, it is available for learners to do research, remedial or homework tasks.
3. The teachers use this time to familiarise themselves with the software available and plan ways to implement it into their teaching.
4. They coordinate and educate the other members of staff and delegate various tasks to assist with this. Sharing is caring, especially when all will benefit.

The result: Maximum use of resources, integration between IT and curriculum. Value and  not volume from your software.

So why wait? Choose a team and get cracking!

So you have a computer centre at school, now what?

The latest technology is awaiting eager minds hungry to learn, so what do you teach them?

Most schools decide that the only thing that should be taught in a computer centre is computer related skills. Are there common guidelines for what needs to be taught/covered/acquired by the time a learner graduates to grade 8? Most schools follow their own ’syllabus’, some (at huge expense) pay for programs which very cleverly link the curriculum to computer literacy, and others still are not sure what skills they should be doing at all. What does the Education Department have to say about this?

Judging by the software chosen by the highly successful Khanya project, in the Western Cape, they advocate curriculum development as a priority for the computer centre with a major focus on numeracy and literacy. Gauteng Online follows a similar strategy and are almost at the stage of allowing schools to choose their own curriculum development software.

I had the privilege of meeting with the Head of e-learning for the Eastern Cape (East London District). His main message is: “Computer centres should be used for curriculum development and the computer skills will follow. Where in the curriculum does it ask for a dedicated learning area called ‘Computer Literacy’?”.

Why the debate? Primary schools are spending a lot on dedicated teachers and programs to teach computer literacy – which is a fantastic skill – but then lose out on valuable integration time with the curriculum. Why is this seemingly a waste of resources? The progression from primary to high school – where on the computer skills ladder does the high school need to begin? From the bottom, as there is no set guide/outcomes for the teaching of computer skills. Therefore who knows which primary schools have covered which aspects?

So how should computer centres be utilised to maximise the capital outlay? Well I say for curriculum development (and choose software that adds real value) AND computer skills. There is place for both, it’s an injustice to reserve such a privileged resource for one purpose only. So let computer centres adopt a female gender and multi-task!

Viva Bafana Bafana Viva South Africa!!!

Melanie Gow’s documentation of her transition from the teaching world to the business world

Part II

When one exchanges the life of a teacher for that of an office worker there are some sacrifices to be made … such as holidays.

I started “scouting” for other employment opportunities while I was still teaching – actually almost a year ago! The first thing I did was revamp my C.V. How you might ask? I find compiling my C.V. is like writing my own obituary -  a little bit “positively-nauseating” because of the emphasis on  winning character traits, top achievements, unique experiences and career highlights.

What about the lowlights? Aren’t these the experiences that we grow and learn from? Anyway, I managed to get past that and paint a glowing picture. But it was still to “teacher-ry”. Great if it was another teaching post that I was applying for, however, I enlisted the help of two of my friends in corporate jobs and they came up with the key word “skills”. My CV was very experienced based and I needed to translate those experiences into skills:

“Planned and co-ordinated the Extra-Mural sport programme for the Intermediate Phase”  became “Organising, managing, resource development”. From experience to skill.

In doing this, I realised that teachers have many skills that can be transferred from the classroom to the office environment. We just don’t know it!

Now I was ready to roll. I applied to all the jobs that I thought I could d and waited for the response, or in some cases the rejection! I had some very challenging interviews – but on the whole they were enjoyable learning experiences. To keep my options open I had applied for one or two teaching jobs as well. It was tough to turn down a teaching position that I was offered but I wasn’t ready to abandon my quest just yet! It was during one of these interviews that I met Dereck Marnewick – the MD of EvaluNet. I became interested in his company, did a bit of research and after a 3 hour interview … here I am!  I have now been with EvaluNet for a few months and am learning, learning, learning!

Melanie Gow’s documentation of her transition from the teaching world to the business world

Part I

After 12 happy (mostly happy) years in teaching, predominantly Special Needs, I have made the transition to the 9 to 5 workplace. No more holidays, but no more marking either! I have been awesomely lucky to find EvaluNet which even although is a big company, still has both feet (and a big heart) firmly planted in the education system.

My decision to leave teaching was not an easy one or a quick process. I was very happy in my school, with my colleagues and with the holidays of course!

I love the act of teaching – the sweet-spot of delivering a lesson well-planned and seeing the penny drop as new concepts are learnt. Nothing beats that – or the special interaction and bond with the individuals in your class. I chose to leave for a number of reasons. Curiosity; where else in the workplace can I use the skills and training I have as a teacher?

• The need for stimulation/personal growth.
• To investigate the possibility of a more financially viable career.
• A change: I was also starting to feel like hamster on a wheel in a very small cage! I spent more time with admin than teaching. Every teacher needs a secretary, but until that happens …

In a nutshell, does “alternative” employment for someone with my skills, training and experience exist, where there is the room for progression in personal growth and finances?  Do such opportunities exist? So began my search.

Had my life taken a different path (kids and a bread-winning husband!), I might have felt differently. I am excited by the change and chance to learn new things and expand my frame of reference. I make this change with the knowledge that the classroom will still be there should I feel the need to leave my cheese and return to the chalk!