I recently attended a workshop at Nordwijk, the Netherlands, organised by European Southern Observatory (ESA). An educational outreach campaign specialist explained the chemistry of meteorites using only simple tools: a container, a mixer, water, soya sauce and sand. In another outreach by ESA the only teaching tools the researcher used were an inch tape, a ball and a few flip charts.
Incidentally, we were seated in rows like in most classrooms around the world. It is still valid.
Other areas of immense educatioinal value are performing arts, pottery and ceramics. Students feel so strongly when they are performing their passion.
The Education Ministry’s Directorate for Quality and Standards in Education is providing immensely valuable assistance and very welcome support to schools in this regard.
We are grateful for the distribution of tablet computers to young pupils and the related pilot project, the myriad activities related to the setting up virtual platforms and the ongoing continuous development offered by the directorate. However, I question:
• Has IT investment increased literacy and love for reading?
• Has IT investment increased the love for research and inquiry-based learning?
• Have IT resources led to the registration of more satisfaction in teaching and learning?
• Has creativity and innovation in learning increased with IT?
• Have the number of passes in the SEC exams increased following the introduction of IT in teaching?
• Has the number of early school leavers and youths ‘not in education, employment or training’ (Neat) decreased due to IT-related education policies?
I also wonder about the effects IT is having on education on a wider scale:
• Are we better or worse at connecting with each other?
• Are we expressing ourselves with more dignity or less?
• Are we more able to make rational choices for ourselves or are we letting outside networks choose for us?
• Are our various skills being sharpened or dulled?
• Are our manners being maintained or deteriorating?
• Are we producing self-centred technocrats and creating better learning communities?
A pragmatic, randomised, controlled trial among pupils aged 11 to 12 undertaken by G. Brooks, J.N.V. Miles, C.J. Togerson and D.J. Togerson concluded that there is no statistical evidence of significant benefit gained from using computer programmes that are aimed at promoting literacy. Worse still, there seemed to be a reduction in reading scores.
A recent study by a local private company has shown that IT use has not only diminished imagination and creativity but also reduced sharpness in writing skills, spelling and handwriting – tools still relevant in national and international assessments
A recent study by a local private company has shown that IT use has not only diminished imagination and creativity but also reduced sharpness in writing skills, spelling and handwriting – tools still relevant in national and international assessments.
Robust, continuous educational research is important and necessary. Local graduates from a plethora of courses already carry out a huge amount of excellent research studies every year.
All new graduates should be given the chance to spend a year in schools to enable their research to reach grass roots and practitioners. Through such interaction and sharing of research with established professionals, graduates would better appreciate the relevance of their studies.
I end with an experience of mine that highlights the importance of research.
Next to my summer resort in a quaint, small Italian village there lived a family of shoe designers (scarpani). Everyone loved them for what they stood for.
Spiro, the eldest son, knew nothing about the trade but was very good at flaunting himself with the local village elders. They simply adored him. He used to spend most of his time out of the shop feigning affection for the elders and boasting about his products and abilities.
He was afraid of change and risk and instead dedicated his energy to marketing himself and his humdrum products. This impressed most of the elders, given their superficial thinking.
This lasted for a few years, but with time, the business dwindled. Sales fell and the business was losing out to competition.
Similar businesses nearby with fewer resources and less experience were catching up and moving ahead while the Spiro remained comfortable, sitting on his presumed laurels.
The straw that broke the camel’s back came when one day the shop floor caught fire and none of the employees were prepared for it. Spiro ran all over the place barking senseless instructions in all directions in a scene similar to the Dad’s Army series with Sir Clive panic stricken.
It was then that his father asked Spiro to dabble somewhere else. The elders missed him.
The father chose his younger son Salvino to take over and run the business anew.
Ninjo (as they called him) had lived in the shadow of his elder brother but when he took over, the first thing he did was conduct proper research regarding his internal resources and those of the village.
He realised it was time to change the product, and he transformed the business to that of an undertaker. It was then that the family business started to blossom again.
(Concluded)
Chris Schembri is an assistant head at San Andrea Senior School, L-Imselliet. Ideas mentioned in this article do not necessarily reflect the school’s policy.