Technology is forming an ever increasing part of our lives and developments in technology
will have a great impact on the lives of our children. We can't avoid it, and to
ignore it would be irresponsible as far as the education of our children is concerned.
It is essential therefore that:
* we expose children to the latest technology.
* we give them strategies to deal with it.
* we encourage them to experiment with technology so as to build on to their skills.
* we give them confidence in a hands on situation.
Technology is not just computers. However computers are becoming more and more a part
of the major technological advances that we have seen, and the way technological
change is being implemented. We have a responsibility therefore to train children
in the ways that computers can be used. This is more than just giving them good typing skills,
because shortly keyboard skills will part of a bygone era.
Children will be using computers as data storage and retrieval systems, communication
systems, creative tools in the Arts, learning tools in LOTE and a whole lot more.
In fact computers as a tool will become as important as a pen and piece of paper,
and will go across all areas of the curriculum. Therefore computers as a curriculum area
on its own is a nonsense. In the same way we teach handwriting and reading as skills
we will need to teach computer literacy. That is not to say that children will need
to be taught programming or the mechanical side of computers in great detail. People
drive cars using only a very limited knowledge of road rules and the intricacies
of how a car works .
We can greatly help our children by planning for the delivery of computer literacy.
There are a number of important steps involved.
1) The development of a commonly shared vision held by parents, School Council, School
Leadership Group and staff, based on a clearly recognisable need.
2) The appointment of an overseer/coordinator of the program.
3) The development of a strategy plan.
4) The ongoing budgeting commitment so that the latest technological trends are available
to children.
5) The training of staff through ongoing effective professional development programs.
6) The supply, maintenance and continual upgrading of equipment.
7) The provision of time in the school day for children to work on computers as a
normal part of the everyday school program. e.g. in maths some children use pen and
paper, some use concrete aids and some use computers.
8) The provision of computers in every classroom and the maximising of time spent
on these.
9) The development of a culture of using computers as a means of going beyond the
classroom walls, to search for information, to communicate, to share ideas, to link
with other people, their ideas, their lifestyles and their culture.
The use of an intranet can link grades
within the school, then link them with other schools in the area and across the state
via the internet. The use of email for penfriends overseas and the video
conferencing and multimedia capabilities will become commonplace. Children will have a wider audience for their
work and projects such as global classrooms will allow children to work together in separate
parts of Australia and in the world on joint tasks.
Maintenance of the network and machines is critical and as such there are budgetary
and staffing
implications involved.
However the most important facet of the development of the concept is the sharing
of that joint vision and a commitment by all to it, particularly by the staff as
it will be their task to implement it effectively.
This technology development process is not just a whiz bang one or two year wonder.
It is as fundamental a change as schools have ever had in the past. It needs to be
planned for, phased in carefully and strategically. Staff need to be supported, encouraged and praised for the steps, no matter how small, they make on this exciting path.