Teachers, principals, and academics from the basic education sector responded enthusiastically to a call to participate in a national discussion on basic education that will be held in Durban from 2 – 4 April 2012. Ms Mary Metcalfe, chairperson of this event, says she is very excited and encouraged by this response, which reflects the commitment from teaches and academics towards improving basic education in the country.

“We received over 350 abstracts of presentations from teachers, principals, academics, government, non-government organisations, and the corporate sector. It is very encouraging to see the creative and innovative ideas coming from teachers and principals at the coal-face of basic education. These abstracts will be peer-reviewed by experts from the education sector, and we hope to include at least 200 of these presentations in the programme for the SA Basic Education Conference in Durban from 2 – 4 April 2012.” Ms Metcalfe said.

The conference programme will be structured to include both an academic and a practice stream. The purpose of this conference is to provide a platform where academics and practitioners can share their experiences, stimulate debate, collaborate on solutions, and identify best practices that will contribute to quality basic education.

Ms Metcalfe says they are fully aware of the realities and constraints that exist throughout the education sector. “There are many pockets of excellence where teachers, principals, and school communities embraced these challenges and achieved success against all odds. We want to share in these examples and stimulate others to adopt an innovative and creative approach to provide quality education to all.”

The 3-day conference will include daily plenary sessions where invited experts will address delegates. The rest of the programme comprises three sub themes, namely:

• Teaching, learning, and assessment
• Management and leadership in schools and district
• Systemic approaches to policy and planning

“A sound education system depends on much more than teachers and facilities. The involvement of entire school communities comprising parents, businesses, and non-government organisations is the glue that keeps various role-players together. We are looking forward to welcome representatives of these sectors at our conference,” Ms Metcalfe said.

It is the first time that a conference of this scope and nature is being held in South Africa. The Foundation for Professional Development is the organiser of this event and the intention is to hold a SA Basic Education Conference every second year.

Visit www.education-conference.co.za for more information about the SA Basic Education Conference.

I’m privileged to have known Kobus van Wyk, former director of the Khanya Special Project, for a number of years. The Khanya Project has been by far the most successful project of it’s kind in South Africa, overshadowing anything other education departments have attempted. The project, which is coming to an end in March 2012, was tasked with installing ICT infrastructure, from computer labs to interactive whiteboards, in every school in the Western Cape Province. The statement on the Khanya web site reads: “By the start of the 2012 academic year, every educator in every school of the Western Cape will be empowered to use appropriate and available technology to deliver curriculum to each and every learner in the province.”

Kobus van Wyk

With the wealth of information and experience Kobus has gained about ICT in schools while heading up the Khanya project, I though it would be a good idea to ask him to share his thoughts and opinions with Teacher’s Monthly readers. Following is an interview with Kobus.

What were the major difficulties you encountered while managing the Khanya Project?

Kobus: Managing the Khanya project was not all that difficult. I had the privilege of working with a team of dedicated project managers and facilitators on whom I could depend to make things happen. Similarly, I established solid partnerships with service providers who gave me incredible and invaluable support. The major difficulty I experienced was the general lack of understanding among many teachers and school principals – but mainly among education department officials – of the important role ICT can play in education.

What were some of your most joyful moments?

Kobus: The joy to see little ones engaging with technology can’t be described in words! Many of them do not even have a single book at home, and to see them work with technology, which gives them access to a wealth of material, made me feel that the whole effort was worthwhile. Just contemplating the fact that, without the Khanya intervention, many of these children would never have had the opportunity to access technology is a humbling experience.

In hindsight, what would you have done differently?

Kobus: I made many mistakes along the way and would certainly have avoided them if I knew better. For example, we spent too much time trying to help teachers who were not interested in using technology at all. There is an obsession about equality in education: giving each one equal attention and resources. I believe that our efforts would have been far more productive if we focused on those teachers who displayed a desire to come to grips with technology. In hindsight, I would also have spent much more time with education department officials, helping them to see the value of technology in education.

What are the major successes of the Project?

Kobus: ICT in education on the African continent has a long history of failures, particularly where attempts were made to implement technology on a large scale. In my view, the major success of Khanya was that it proved, beyond a shadow of doubt, that technology can be implemented on a large scale in Africa. I believe that Khanya has laid a solid foundation of technology in schools – every school in the province has at least one form of technology, providing access to all learners. Over 27 000 teachers received some form of technology training. This places the Western Cape in a most advantageous position. Now that the Western Cape Education Department officials have taken over the responsibility to support technology in schools my hope is that they will not allow this platform to erode, but that they will continue to build on it.

What does a principal need to do to ensure the successful deployment of ICT at the school?

Kobus: Principals play a key role. They must lead by example, showing their staff that they are serious about the use of technology. Principals also need to ensure that all teachers are adequately trained to use technology optimally.

Hypothetically, you are appointed at a school that has no ICT infrastructure. The SGB informs you that the school has budgeted R250,000 for this year and another R250,000 for next year for the implementation of ICT. How would you utilise this funding?

Kobus: The first thing I would do is to determine what the educational needs of the school are, and then decide which manifestation of technology would meet those needs. Based on these facts, I would develop a project plan, which would inform me how to spend the available funding. In all likelihood, most of the first year’s allocation would go towards establish a solid infrastructure, as well as teacher training.

ICT for computer literacy or for curriculum delivery?

Kobus: I can answer this one without hesitation: for curriculum delivery. The focus must always be on curriculum. Computer literacy is essential, but it is of secondary importance. Learners are so quick to pick up computer skills – if the spotlight of the technology in the school is on learning, the learners will most likely pick up the computer skills by themselves.

A primary school has a well-equipped computer lab. As the principal what would you do to ensure that it is best utilised?

Kobus: Draw up a schedule and insist that teachers adhere to it.  When a teacher is reluctant to use technology, determine the reason for it.  If teachers feel inadequate in any way, ensure that they receive the necessary support and training. A principal should also visit the computer lab on a regular basis, showing personal interest in what is happening there.

How important is training in ensuring the effective use of ICT at a school?

Kobus: Teacher training is a critical success factor for the effective use of ICT at a school. Most of our teachers never had the opportunity to use technology as a teaching and learning tool. It is unreasonable to expect them simply to dive in and be effective. It has been said that the three most important things in ensuring effective use of ICT at a school are: teacher training, teacher training and teacher training.

What is your opinion of CAT as a subject at high schools?

Kobus: CAT is an important subject. Even though learners pick up computer skills while using computers for learning, the subject CAT focuses on the formal use of ICT in the work place. I can hardly imagine a job today where digital literacy skills are not required – CAT equips learners with those skills.

How essential is it for a teacher to have a laptop?

Kobus: It is essential for teachers to have personal access to technology, preferably at home. A laptop is the most convenient form of technology, since it can be taken with them wherever they go; for example, a teacher can prepare a lesson at home and then take the laptop to school to present the lesson. I think that many teachers would prefer an iPad … if I were a teacher that would have been my choice.

Rental or purchase of hardware? If you were a principal what would your preference be?

Kobus: This is a complex matter. Rental of ICT equipment is always the best option – this ensures that your equipment stays up to date and that the technology vendors assume responsibility for maintenance. But this option requires that the school has an ICT operational budget. Unfortunately, the state does not provide schools with regular financial resources to enter into a rental agreement. The result is that the only option for schools is to purchase hardware; this is often made possible through sponsorships. That is one of the problems I faced in Khanya – I had a capital budget, but not an operational budget. The only way open was therefore the purchase of hardware, which has severe sustainability implications.

Given unlimited funding and resources, describe your ‘ideal’ ICT deployment at a school.

Kobus: Many people are of the opinion that computer labs are outdated and that one should now rather focus on technology in the classroom. I agree with this statement only partially. I believe that the real value of technology is experienced when it is used in the classroom. However, I also believe that a computer room has a valid place in a school since it allows learners hands-on access. So, my ideal scenario would be: a well-resourced computer lab; an interactive whiteboard in every classroom, and a laptop for each child. With cell phones becoming powerful mobile ICT devices, I believe that soon the one-laptop-per-child concept – also referred to as one-to-one computing – could soon become a reality through the use of these mobile devices.  In fact, affordable mobile technology and low cost internet access would probably change ICT in schools dramatically over the next few years.

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You can follow Kobus on his blog, e4Africa or on Twitter @kobusvanwyk.

With Khanya coming to an end, it remains to be seen whether the plans the Western Cape Education Department have for the current ICT infrastructure will be successful. However, in all likelihood Khanya will remain as the most successful and ambitious projects ever attempted by a provincial education department.

This past Friday and Saturday I had the great priviledge of attending one of the most inspiring, outrageously entertaining, and compelling education conferences ever. This, of course, was the EdTech Conference 2011 hosted at the International School of Cape Town in Wynberg.

I’ve never seen ‘ordinary’ teachers this excited to use technology before. The vibe was amazing, and the learning and sharing that went on between teachers – both IT/computer teachers as well as classroom teachers -  was fantastic!

Day 1 started with an inspiring keynote address by Rev Dr Dion Forster who opened up the ears, eyes and minds of all the delegates. Dion is a published author, public speaker, blogger and new media advocate and certainly got the conference off to a good start.

Delegates were treated to presentations by Fiona Beal of Fish Hoek Primary and Karen Stadler from Elkhana House Senior Primary on free ICT teaching tools and resources that they have integrated with their curriculum lessons. Both Fiona and Karen are passionate about web 2.0 and shared their success stories with great enthusiasm to a crowd that was blown away by the sheer resourcefulness these two teachers display in ICT integration. Fiona reminded delegates that even although Fish Hoek Primary has limited funding available for technology, they have still embraced it full on. Fiona was a finalist in the Microsoft Innovative Teacher competition in 2008, 2009 and 2010 and represented South Africa at the World Finals with a blogging project entitled “Bonding Through Blogging” which connected a Grade 4 and 5 class with an elderly community.

Tim Keller entertained delegates with a thoughful discussion on the latest “buzzwords” floating around at the moment. From “Twitter” to “open source” to “apps” to “wikis”, Tim’s presentation focused on encouraging delegates to think about the possible applications that each tool or resource can have in the classroom environment. The culmination of this presentation saw delegates form groups centered on each buzzword and a lot of interesting discussion was created. Tim also gave delegates a look at the “Future Classroom”. It became apparent to me that it is really very difficulty to visualise what future classrooms may look like. Many of the teachers present seemed to share the view that the ‘teacher’ is no longer the sole source of all information in the classroom, and that resources such as Google and Wikipedia are fast becoming somewhat of a norm for learners and students who are wanting to enrich themselves with information.

Maggie Verster, a well-known school 2.0 activist, certainly made the point that everything we knew, or thought we knew, about information and knowledge sharing is quickly becoming obsolete. Maggie kept the delegates laughing throughout her great presentation on the latest tools she uses for information sharing. She gave a run down on Twitter, Diigo, Wikipedia and a host of other tools that teachers may be surprised to realise have a place in the classroom. Maggie has delivered numerous papers, keynotes, conducted workshops and developed resources to assist teachers to effectively use ICT and social media for professional development (through Personal Learning Networks) and in their classrooms.

Gavin Keller, principal of the Sun Valley Group of Schools, and Nicholas Hall, a candidate attorney at Michalsons Attorneys presented a talk on social media policies in relation to schools. Gavin started the discussion with some Facebook and blog ‘horror’ stories and Nicholas rounded off by presenting schools with various options they have available to protect themselves and their learners from a legal and moral standpoint when it comes to social media.

Arthur Preston, a Teacher’s Monthly author and headmaster at Lanner House School, gave a humourous (and very true!) presentation on technophobic teachers. From Arthur’s talk and subsequent group discussions, it is apparent that all schools – from state to private – have technophobic teachers. Arthur gave some ideas and thoughts on how to deal with teachers who have no interest, are too comfortable, or too scared to embrace technology.

Overall, the EdTech Conference was aimed at creating discussion and encouraging participation by all present. Teachers had the opportunity to try free tools and resources during the “interactive” lunch and tea break sessions. There was also much excitement created by the live Twitter feed where teachers could post comments, thoughts, questions and share links to tools that they make use of.

Comments shared by delegates regarding the conference included:

- “Thoroughly enjoyed this conference more than any other I have attended [and I've been to Aussie x 2 for same] – this by far is the most stunning conference.”

- “What I loved most EdTechConf 2011 was the chance to meet a hundred like-minded people, from across the country.”

- “Thanks to organisers of Ed Tech Conf. Excellent quality presenters , so much to do and think about now!”

- “This conference rocks!”

- “Thanks for all the cool ideas from best practice!!”

Visit the official EdTech Conference web site – www.edtechconf.co.za

Too many school teachers cannot pass the tests their pupils sit, the basic education department said on Wednesday.

There are also serious problems with teachers’ commitment to their tasks, according to a document tabled by the department’s acting director general, Bobby Soobrayan, at a briefing for members of Parliament’s basic education portfolio committee.

“Too many teachers cannot pass tests that their own learners are expected to pass,” the document states.

Soobrayan told MPs that among key interventions needed to tackle this problem was ensuring “all teachers have the required capability, commitment and practice”.

In this regard, the department planned to adopt a two-prong strategy.

“One is accountability, and the other is support through the establishment of a teacher development institute that will look at practical application.”

While huge progress had been made in certifying teachers, the problem related to teaching in practice.

“So this is about practical application,” he said.

Earlier, Soobrayan warned of a crisis in basic education, which covers the period from Grade R to matric.

“We are at a point now in the country, politically and otherwise, where there is a huge consensus that we face a crisis in basic education that requires urgent remediation.

“We recognise that, in terms of the primary objectives, too many schools do not have the conditions required for achieving learning outcomes.

“The problem is worse when you look at poverty levels, you look at race, diversity, and you look at geographic location.”

Soobrayan said efforts since 1994 to tackle these problems had not been as effective as the department had wanted.

“Therefore we need a fundamental shift in how we intervene in the system,” he said.

Among the performance areas that would be closely monitored over the next five years were the numbers of matriculants qualifying for university entry; the maths and physical science pass rates in that examination; and literacy and numeracy levels in Grades three, six and nine.

According to the document, only 38 percent of rade six pupils are currently (2009 figures) functioning at the required level of literacy, while only 35 percent of them are functioning at the required level in maths.

“Over five years [by 2014] it should be achievable to raise the proportion of students operating at the required level to 60 percent,” it states.

Soobrayan said numeracy and literacy were the key to improving educational performance.

“If we don’t get that right, you don’t have what educational psychologists call the… platform on which to build.”

Teachers were the key to solving the problem.

“The improvement of the quality of teachers is a critical thing.”

Sapa

In my four years of working at EvaluNet, and visiting literally hundreds of schools across the country, I often come across schools that have spent tens of thousands of rands on educational software and hardware that was promised to be of immense value but turned out to be a massively useless white elephant.

The problem lies not in the actual tool or resource being purchased. The problem lies in the phrase “aggressive marketing tactics” combined with the phrase “lack of aftersales support and training”.

The reality is that many companies have popped up over the years offering educational software and hardware tools that in many cases are actually very good at doing what they were designed to do.

Interactive whiteboards (IWB’s) as an example, are an excellent means to engage learners in a stimulating manner. A Science teacher for example, is able to use the software tools loaded on an IWB to create exciting, interactive presentations of molecules and atoms moving around. Instead of showing learners drawings of an atomic model, the teacher is able to literally show the learners exactly how the atoms move on the IWB, which is infinitely more interesting than looking at a black chalk board.

I don’t think there is anyone who could argue against the benefits that a tool such as an IWB has to offer. It’s obvious that in this day an age, anything that can capture a child’s attention is something that should be expanded upon.

However, the sad reality is that when I visit schools who have previously purchased IWB’s, I am given account after account of how the IWB is hardly used by any of the teachers. Many schools are sitting with IWB’s that cost anything from R10,000 – R25,000 per board. If not used, then certainly a BIG white elephant. The number one reason given: the teachers don’t know what to do with the board.

The example of the ‘redundant interactive white board’ can be applied to many other products that ruthless educational vendors irresponsibly market to schools. From curriculum-based software to skills development tools, anything that a school buys and then doesn’t use is a waste of precious school funds.

Blame the school! The teachers are lazy.

This is one of the first excuses an educational vendor will give you when asked why some schools buy their products and then hardly use them. Another one of my favourite excuses are: the teachers are not willing to learn anything new.

If you’re selling something, the probabilty is that you think it is the best thing since sliced bread. What you must remember, is that educational vendors have convinced themselves that their product is going to benefit anyone who purchases it. They love their product. They’re passionate about it. They see the value and they know EXACTLY how they would implement it if they were you (the customer).

At the end of the day, the bottom line for the vendor is their profit. This is understandble – they’re running a business, not a charity. And that’s OKAY. You shouldn’t point fingers at them.

However, it is grossly irresponsible to sell a product to a school when you know that the product requires ongoing training and support , and you cannot afford to offer that ongoing training and support. To sell a product to a school, and expect them to implement it on their own without assistance, is just not cricket.

There is probably nothing a principal hates more than being romanced into a sale through a well delivered sales pitch, only to discover that the product they purchased actually requires ongoing support that the vendor is just not willing to give.

Beware of: The Box Droppers

Many good educational software and hardware products on the market require ongoing support from the supplier. Beware of vendors who sell you their products and then disappear, only to resurface some time later with another “amazing” product that is going to cost more money and “solve all your problems”.

If you are the one signing that quotation, make sure that the vendor is willing to put in writing that (a) the product is so easy to use that it requires absolutely no training or support, OR (2) the product does in fact require training and support and that the vendor is, firstly, capable and willing to train you to use the product and, secondly, will help you implement it at your school.

Beware of: The Trainers

Most good educational software and hardware vendors do offer training on the use of their products. “Great!” you may say. Yes sure, I agree with you, but put it this way:

You’re learning to drive for the first time. You hire a driving instructor to teach you how to drive. He shows you which pedals to push, how to use the indicators, where to put the fuel and how to start the engine. And then he leaves and sends you an invoice for a few hundred rands.

What he has failed to do is help you get into the car and make it move forward. And he could only have done this by giving you the keys and putting you in the drivers seat, guiding you and instructing you as you go.

Many vendors train teachers where to click. Few train then how to implement.

Do you think that a teacher knows exactly how to implement an interactive white board after a 60-minute point and click training session? I don’t think so.

Try and find: The Customer Service-orientated Gems

As a school making a decision about what educational software or hardware to purchase, you should ask yourself: “Does this vendor care about my school?”

Vendors who offer service and implementation plans – in writing – are the vendors you can normally count on to deliver on their promises and the expectations set during their sales pitch.

Service and implementation plans are relatively unheard of in South Africa. However it’s a simple concept where a company promises to deliver ‘product implementation’ as opposed to simple ‘product training’. And the implementation plan should obviously always be shown in writing.

Where does the buck end?

There is an ongoing debate as to who is ultimately responsible to ensure that a product is properly used by a school.

Some will say that it is entirely up to the teacher to use a product to it’s maximum benefit. So what they’ll do is train the teacher where to click, and then expect the teacher to come up with a plan of implementation, i.e. you’ve had your training, now it’s up to you.

Others say that it is the responsibility of the Department of Education to ensure that teachers are well versed in the use of products made available to them. The problem is that there are thousands of educational software and hardware products available to teachers, so how is the department expected to keep up with it all while trying to deal with other issues of their own?

I say that it is entirely the responsibility of the educational vendor to ensure that schools use their products effectively. As the vendor, you should know your product inside out, and more importantly, you should know exactly how to implement it and make ongoing use of it. Vendors should be legally required to share this knowledge and provide product implementation plans to school customers.

Vendors should use their initiative and setup workshops, user groups, online resources and in every way possible make sure that their school customers are shown the respect that they deserve.

Vendors should stop selling to schools, and rather start investing in them. Schools – hold vendors accountable. You are, after all, the customer.

What do you think? Add your comments below.