Tablets in schools, yes, but please ... !

Oniel Mantack, Guest Columnist

I read with a sense of regret about the recent stabbing incident at the Penwood High School, an occurrence which has become all too commonplace. What I found particularly disturbing is the account of the now former principal that the whole thing, or parts thereof, may have been staged for the infamous YouTube.

Whether the video was uploaded within minutes or sometime thereafter is besides the point. The students had the resources and the wherewithal at school, during school hours, to get it done!

And so, in so far as the technology minister's announcement recently about the proposed phasing in of computer tablets within schools is welcome news, as an educator and an avid advocate for ICT use in schools, I have some grave concerns with respect to use and management of such resources.

Arising from discussions with at least three teachers from Trinidad in recent months regarding the education ministry's eConnect and learn (eCAL) initiative, in which every student entering high school is afforded the privilege of a personal laptop, is the suggestion that the initiative may not be achieving its mandate.

Among the issues is the view that there may not be adequate recognition of the theoretical underpinnings that guide the successful use of ICTs, for achieving prescribed learning outcomes - ICTs are mere conduits and the greater emphasis must, therefore, be placed on teacher preparation - they contend that many teachers appear simply 'disengaged' from the process. And while el-jam has provided some groundwork where this is concerned, it behoves the parties involved to take a closer look.

In addition to this, the teachers say the initiative lacks a credible monitoring mechanism. There is doubt over whether or not adequate provisions are made by teachers, for structured learning experiences. While not discounting the value of informal learning experiences - how students use the tool outside the set curricula is also troubling, given the set objectives of CSEC curricula, the benchmark exit exam for the majority of students. Here again special attention is needed.

SPECIAL ATTENTION

Management of the ICT tools within the school will need special and careful attention, if students are going to stay on course with the curricula. Many administrators are already challenged by the use of cell phones - smartphones and other related gadgets - in social networking far removed from content knowledge (remember Penwood) - management of these resources, therefore, will be crucial.

Besides that, how many students have broadband access at school or even at home for extended use? How many can even afford broadband Internet? Consequently, what 'will be' the additional costs? And what about maintenance?

We welcome the initiative, Honourable Minister, but let us ensure that there is value for money and there is a return on the investment, by safeguarding the intervention. Otherwise, it may end up costing the economy and the students more than was bargained for!

Oniel Mantack is a teacher at The Bustamante High School in Clarendon. Email feedback to columns@gleanerjm.com and leo.mantack@gmail.com.