By Lilian Nyaranga
The average Kenyan teacher is grappling with the heavy workload and large class size. Therefore, the idea of adding technology into their busy schedule can seem like an unnecessary burden and lead to resistance.
The newly introduced Competency-Based Curriculum (CBC) in Kenya has digital literacy as one of its core competencies that learners need to acquire. Therefore, teachers need to embrace technology to remain relevant, more so in the 21st century.
Does this translate to teachers signing up for some programming and coding courses? Absolutely no! A teacher does not necessarily need to be a ‘techie geek’ to use technology in the classroom effectively.
Several existing educational tools and apps do not require specialised training in IT and are effective in improving the learners’ classroom experience. However, for this program to be successful like any other program, having the necessary digital skills, proper planning, and preparation by the teacher will be a crucial requirement.
The success in technology will be determined by what the learners are being instructed to do.
- Are what are the learners doing using technology in line with the curriculum and learning outcomes?
- For example, are the learners instructed to watch a video or play a game passively, or are they required to be actively involved in the learning process? As they watch the video, are there questions given to gauge their learning?
I am conscious of the challenges most schools face in realising the dream of incorporating technology effectively. I have experienced these challenges as a teacher trying to integrate technology into my classroom teaching.
I hope this post will be useful in helping allay some of the fears and suggest alternatives to going around some of the challenges of technology in the classroom.
So what are these challenges experienced in schools, and how can we mitigate them?
I’ll share a few below.
Heavy workload and class sizes
The average Kenyan class size is about 41% for urban schools and 36% for rural schools (Report by KIPPRI with support from World Bank 2016). The report also adds that about 20% of schools have one teacher handling about 50 learners. These grappled with the fact that most schools lack adequate teachers imply that most teachers are struggling with a heavy workload.
Is technology an extra load to an already overburdened teacher? I have no definite answers for this, but I would say yes and no. Yes, because it is evident that most schools facing these challenges are also limited in terms of resources that would ensure ALL learners are learning. Therefore, teachers have to be more innovative with the limited resources available.
On the other hand, proper technology implementation can also lead to the teachers having some of their burdens eased and, hence, giving them more time with their learners. (I will delve into the how in my next article).
Lack of self-efficacy
Most teachers find technology intimidating and are not confident handling it. For instance, when technology fails, this is a common incident, even in the most tech-centric classroom. However, when this happens in class, it causes embarrassing situations.
For example, I once prepared an exciting video that I wanted my learners to watch at the beginning of the lesson in my class. On the material day, the unexpected happened, there was a blackout, and my battery went flat. I had not prepared for this eventuality. Hours of meticulous planning gone to waste – I had to think of a plan B quickly. That experience taught me the importance of having alternative plans in cases of an unexpected turn of events.
And some of the glitches that occur do not necessarily need technical help. Professional development is critical for any teacher to gain digital skills to enable them to know the basics. Similarly, proper planning and trying out tools before the lesson ensures adequate time utilisation and identifying potential problems before the class.
Learners get too distracted.
Sometimes when I’m working on my laptop, I get distracted and go through social media platforms and many other tabs open on my browser. So I try to discipline myself by putting my phone on silent and mute notifications whenever I’m working.
Recently, a law was passed in France banning the use of Smartphones in schools for children between ages 3 and 15 years. One of the reasons given was that children were too distracted in school. In Kenya, we may not have that as a problem yet in our schools, but we have so many children addicted to digital gadgets at home, causing them to be distracted and waste time.
Using technology in class requires proper supervision and control on the part of the teacher. Otherwise, it can lead to the learners doing activities not aligned with the expected learning outcomes.
As the teacher, how do we then ensure that learners are on task? First, it is essential to set rules, norms, and procedures for using technology right from the beginning with the learners to ensure ownership.
Some of the other things you may want to consider include:
- Is the lesson more engaging or challenging to the learners?
- Are you centrally placed in the classroom so that you can see what each child is doing? Here you may have to think about the sitting arrangement during the digital lesson in class.
- When using school devices, block unwanted sites that the learners may access.
Lack the relevant resources
Educational technology is an expensive venture.
To fully integrate technology in all its systems, a school will require heavy investment in human resources, hardware, and software. Unfortunately, most schools in Kenya are not able to afford that.
They lack finances, inadequate digital devices, electricity, internet connection, and a skilled workforce.
So how can technology be integrated into schools with limited resources?
There are quite some applications like digital games, Google and Microsoft Office tools that work offline that teachers can take advantage of. They can also leverage the high internet penetration in the country, which stands at 83%, according to a 2018 report by the online shop Jumia. The increased usage of mobile phones has caused this increase.
Technology is here to take our jobs.
There has been a lot of talk on how artificial intelligence is taking over traditional jobs. Notably, it has been said that 65% of learners entering grade school are being prepared for jobs that do not exist.
Does this mean that teachers’ jobs are at stake? It would be ridiculous to even think of robots replacing teachers. Education is social, and the human touch is crucial in any child’s growth. (Even in adults). The work of a teacher goes beyond classroom teaching. Teachers perform multi-roles and can capture non-verbal cues or invisible interactions that affect learning that would be impossible for machines to do. Technology is a tool that is supposed to support learning and not replaces teachers.
If well utilised, technology should simplify a teachers’ work, giving them more time to interact with the learners, which is their core mandate.
Lilian Nyaranga is a former high school math and chemistry teacher, an Edtech enthusiast, a published author, a learning designer and a game-based learning developer. She is currently the Founder of Elimu Shop, an education company in Nairobi, Kenya, that creates innovative game-based teaching and learning resources that make learning math and sciences subjects fun.
