| The modern child is technology savvy. Children | | | | computers and educational software in the school |
| embrace the use of computers from the very | | | | classroom. |
| first moment that they are old enough to hold a | | | | Any radical departure from a school's method of |
| mouse and point and click at something on a | | | | instruction must have the full co-operation and |
| computer screen. Give the young learner the | | | | support of its teachers. The success or, indeed, |
| choice between reading a book and exploring an | | | | the very implementation of any new teaching |
| interactive software program, and they will | | | | methods will depend exclusively on whether its |
| choose the software every time. Educational | | | | educators are willing to embrace the innovation. |
| software is exciting: it moves; it speaks; it plays | | | | Many educators find the change to technology a |
| sound and music, and video. How can any book, | | | | daunting and intimidating prospect; especially senior |
| or indeed textbook, hope to compete? | | | | teachers who, in many cases, are techno-phobic, |
| Why then, does educational software still remain | | | | with little interest in computers beyond the |
| largely ignored by - and underutilized - in schools in | | | | benefits of email and word processing applications. |
| the development of children's education? One of | | | | Senior teachers hail from a different era when |
| the primary factors may be budget constraints. | | | | the book was sacred and the textbook the |
| Equipping classrooms with computers can be a | | | | teacher's only bible and blueprint; nothing more |
| costly affair and may be beyond the financial | | | | was required. Why change now, they argue. |
| grasp of most schools. But, traditionally, schools | | | | If any school plans to make a successful transition |
| have always found a way to overcome financial | | | | to computers in the classroom and embrace this |
| constraints. How many funds have been raised to | | | | new world of technology, then it must begin by |
| build that new Olympic-sized swimming pool, or a | | | | convincing its teachers. The only way to do that |
| new school hall, or to re-stock a library? Why | | | | effectively is to invest in the training and |
| then should investing in IT be an insurmountable | | | | education of its teachers. The training of teachers |
| hurdle? | | | | must not only include teaching them about the |
| The answer at the root of the problem may be | | | | benefits of using computers and educational |
| simpler than most parents and educators may | | | | software in the classroom, but must also teach |
| suppose. In most cases, the obstacle to | | | | them how to use computers. Surveys have |
| implementing technology in the classroom lies at | | | | shown that there's a strong correlation between |
| grassroots level with the teachers themselves. In | | | | the number of hours of computer training |
| any school, it is the teachers who generate | | | | teachers have received in direct proportion to |
| enthusiasm when it comes to adding some new | | | | their belief in the positive benefits of computer |
| dimension to the school's current curriculum that | | | | technology in the classroom. |
| will add value or be of benefit to its students. | | | | If any school wishes to introduce computers into |
| Therefore, it stands to reason that it is the | | | | its classrooms, or hopes to implement educational |
| attitude of the teachers that determine the | | | | software successfully; it must have the full |
| willingness of the school to make the transition to | | | | support of its teachers. |