Teaching with technology

Bangkok Patana English teacher, Abigail Barnett, uses Shine and Write technology to teach styles of language to her students. The interactive nature of the technology makes the lesson more visually stimulating and a greater amount of information can be displayed on the whiteboard.

Youngsters get clever with a PC.

If you believe the UK Ministry for Education and Skills, the classroom of the future is already a viable reality. When the ministry unveiled their computer-simulated vision of spacious self-directed learning environments with laptops, plasma screens and online courses at every pupil's disposal, it heralded an exciting new era for education.

The reaction was varied. Technology buffs were enthusiastic about the range of possibilities that would come with this new age, whilst cynics ridiculed an idea that was out of reach for most schools who barely have enough textbooks to go round, let alone laptops. Most educators stood somewhere in between.

But, like it or not, cutting edge technology is where it's all at and your child's education, no matter where or how privileged, will inevitably be touched by it at some point. Learning Post recently visited three prominent International Schools to look at how information technology is influencing educational practice and how it is utilised by their students and staff.

Stuart Morris, Shrewsbury Head

Stuart Morris, Headmaster of the brand-new Shrewsbury International School, claims to be a reformed Luddite when it comes to technological issues. He is, however, more than aware of the impact technology is having on the education of young people.

"I see merit in the use of traditional teaching techniques combined with the tools of the modern age," he says. "For example, instead of just reading about the Rift Valley, you can actually show it and explore all its geographical features. But I still believe that the library is fundamental to education and should be preserved."

Being a new school, management at Shrewsbury have taken great care when deciding on the technology they will need both now and in the future. They already have numerous computers, all connected to the Internet and to each other in some way. There is also an impressive technology block that houses up-to-date industrial technology, all computer-controlled with a little aid from the human imagination and some physical input. More will follow as the school grows and develops.

Head of Information and Communication Technology (ICT) at Shrewsbury, Alan Dear, suggests that educators must think carefully about how technology can be used appropriately by both teachers and students, rather than simply spending lots of money on the latest gadgets.

"Technology should be there to broaden and enrich the experience of education," he says. "It's important that students are encouraged to think about how and why they are using equipment. For example, using the computer for data-logging in a science experiment can produce fast and effective results so students needn't waste their time drawing neat lines on graph paper with a pencil like they did in the old days. The computer does it all for them and you can do much more because of that. Used in the right way, computers don't de-skill but empower.”

Bangkok Patana's technology supremo John Tranter

Two years ago, John Tranter took on the role of co-ordinating technology systems throughout Bangkok Patana School. Ably backed by a team of IT specialists, his brief was to steer the introduction of new technology throughout the campus.

For a school comprised of nearly 2000 students, this was no simple undertaking. But today, most classrooms are equipped with at least one teacher's computer and projector, are fully networked by an intricate system of fibre optic cables and wireless transmitters and are linked to the Internet 24-7.

"We've introduced a system called 'Shine and Write'," says Tranter, referring to the interactive technology that enables teachers to project anything from a computer onto the classroom whiteboard.

“A growing database containing worksheets, animations and even educational videos are easily accessible from any network point in the school and has proved popular with teachers and students alike. Indeed, teachers are finding it easier to share resources and the students are already reaping the benefits of more visually stimulating lessons.

"The system has huge advantages," enthuses Tranter. "For example, you can manipulate texts, show the results of dangerous science experiments without any risk, access data files and pictures, the list is endless. I believe in students being exposed to a variety of learning experiences and 'Shine and Write' has definitely helped to make that possible."

But he also agrees that technology should not be employed simply for its own sake. "There has to be a balance with how information technology facilitates teaching and learning. However, if it is used effectively by teachers, the students will benefit immensely."

Whilst the technology is impressive, much work has also gone into training staff in the use of this technology to suit their teaching requirements. "We are now a test centre for the fully-accredited International Computer Driving Licence. This is a qualification which teachers can take to enhance their IT skills, thus increasing confidence when using IT in the classroom," says Tranter.

Naturally, even though the information technology network is up and running, enabling it to be fully integrated into the curriculum is a slow process. "Our focus has been on phasing everything in at a manageable rate. Technology can facilitate a major shift in teaching practice but people need the time to learn how to use it. If we kept introducing new things when they came out, it would result in a lot of confusion and be a great waste of money."

The anomaly with teaching the use of information technology is that most of the kids know more than their teachers. Children as young as six years old can demonstrate a competence which leaves their parents and educators open mouthed and perhaps a little intimidated when it comes to using the computer for themselves.

Consider, for example, six-year-old Ajay Puri who designed his first website when he was just two years of age! As well as winning him a scholarship to Harrow International School, it has also led to his acquaintance with the likes of Bill Gates, who he advised to "make your software more kid-friendly", Bill Clinton and Indian Prime Minister Vajpayee.

Microsoft kid Ajay Puri downloads his own website.

Darren Wise, Head of ICT at Harrow, admits that Ajay is a prodigy but also points out that many of Ajay's peers demonstrate dexterity with a PC which is equally amazing. "Kids can learn how to use a PC surprisingly quickly. They can do so many incredible things at such a young age," he says.

Most children today, particularly in the West, would find it hard to imagine a world without computers, so much do their lives depend on them. The computer and the Internet have impacted as dramatically on society as the television did a few generations ago, or electricity a few generations before that. It is vital, therefore, that from the very beginning of their education, they become well-acquainted with the tools which will form the basis of their working and everyday life.

Few would question that the Internet is a valuable information resource for both teachers and students. The extensive range of information available in all kind of forms is simply mind-boggling and it seems that these days, there is no fact, opinion or statistic further than a few mouse-clicks away. The advantage is quicker and more intense research; the downside is that you could just as well be reading the work of a layman as that of a qualified expert.

But this kind of technology is rapidly taking on a life of its own and is even being touted as a means of educating in itself. Though still in the early discussion stages, Harrow International School is seriously keen to take its courses to the wider community through what is termed an ‘e-learning’ initiative.

Head of Development and Continuing Education, Matthew Farthing, explains that the school is eager to learn more about the practicalities of online learning. Sometime within the next year, Harrow hopes to offer an English Language Bridging programme for Thai high school graduates who wish to brush up their English skills before applying to universities abroad.

Working in conjunction with UKeu, a company set up by the British government to deliver online degree courses from some of the best universities in the UK, Farthing is impressed by the range of exciting opportunities on offer.

"From a school's point of view,” he explains, “we were particularly interested in looking at how people learn in a digital environment. In the longer term we, as educationalists, will have to know much more about how we learn through an electronic medium. We need to explore what works and what doesn't as well as the different types of learning styles that students respond to."

Chris Higgins, International Business Manager at UKeu, spoke about how e-learning has progressed over the ten years it has been around. "The first generation of courses were quite disappointing. Lecturers just placed the texts of existing taught programmes online and there was no consideration given to the way the learner learns. The result was little flexibility and most students only completed a small percentage of the course before getting bored. Today, we've had to come up with strategies that engage the student in active learning so they are not passively reading information from the screen," says Higgins.

Indeed, the flexibility and user-friendliness of the current generation of online courses is striking. Students can navigate their own personalised learning portal, join discussion groups, decide which module they want to study and when. They can e-mail their tutors, watch videos and complete tasks at the end of each module at their own pace and wherever they can access the Net. More students are now completing online courses and many of those taking part have described it as a 'rich experience'.

The cost of this kind of education makes comfortable reading, too. The average undergraduate degree course taught entirely on campus divests the taxpayer of roughly £6000 (Bt 398,000) whereas the average online course comes in at around £300 (Bt 19,900). Thailand UKeu representative David Gleave suggests that expensive face-to-face contact is used only when necessary and, by default, the intrinsic value of physical contact with lecturers and fellow students is increased.

The more studious part of the process takes place alone in your own comfortable environment. "Young students also like working with the computer medium. Actually, computer gaming techniques are often employed in interactive courses," he adds.

The beauty of e-learning is its availability to people of all ages, not just school pupils. As the technology and understanding of e-learning progresses, so will the number of adults who choose to study whilst holding down a full-time job or looking after young children. In that sense, it will take away many of the time constraints that campus-based courses are prone to.

Back at Patana, John Tranter explains how school students can benefit from their own teachers using the Internet to post resources and maybe even interactive homework tasks.

"E-learning is an exciting way forward if it is used effectively," he says. "It can encourage independent thinking. Students can take the work at their own pace providing support for slow learners and opportunities for gifted and talented students who may choose to study topics in greater depth.”

It is easy to get carried away in the whirlwind of technological change but, as Shrewsbury Head Stuart Morris warns, the world should not forget that teachers are still the most valuable resource in a school.

“It’s daft to pretend that information technology is not there but the facilities are only the shell. I believe teachers will still have an important part to play in ten years. After all,” he asserts, “teaching is about relationships and you can't replace a teacher who cares with a computer."

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Last modified: September 29, 2003