Teachers embrace technology in preparing students for GSAT
Some primary school principals say that an increased use of technology is a major strategy being employed by teachers as they prepare students for the Grade Six Achievement Test (GSAT), which is six weeks away.
Christopher Wright, principal of the Holy Family Primary School in Kingston, told The Gleaner yesterday that though some students are having challenges, he expects that with the teachers' commitment and support from parents, the children will do well.
"The teachers have been using a lot of strategies, which includes increasing the use of technology and preparing them with mock exams and getting them in the exam mode," Wright said.
"It (technology) stimulates learning and the students' interest. Especially the boys, they appreciate the more hands-on approach. We have been fortunate in acquiring some of hi-tech equipment from our various stakeholders and educational intervention partners. We have linear boards, smart boards, computer, multimedia projectors, and the tape recorder."
Mathematics is also one of the areas that the principal said needs improvement as some students are still struggling to grasp certain concepts and methodologies.
"Maths is one of the areas we are having a little challenge with, so the teachers are really doing all they can in that respect. The mathematics course from the Ministry of Education is also assisting us in that area."
Carol Clarke, principal of the Toll Gate Primary and Infant School in Clarendon, shared similar sentiments, indicating that all the relevant stakeholders were doing their best to make sure students are prepared.
"I believe we are on target in getting to that point of doing well in GSAT. Over the years, what we do is separate the slow students from the faster ones, and the teachers have been putting in a lot of work with the slow group. We are using up the projectors and all forms of multi-media to help with stimulation, especially because (the students) are mainly boys," Clarke said.
"Anytime you separate the students, in terms of fast and slow, you find that the slow group has more boys. They are responding quite well, however, to the technology because we try to use activities and the theory."