Computer Education has been affected by extremely rapid change. Thus, it has been difficult for educators and the schooling system to keep up-to-date. Every few years the hardware and software becomes obsolete and has to be replaced by completely new computer systems. It places great responsibility on the government, and/or schools’ fundraisers, to keep this learning area running efficiently.

Herewith are some suggestions of how we might lower the high costs of Computer Education:

Firstly, there is a need to encourage corporate sponsorship of computer centres in disadvantaged and less equipped schools. Businesses providing finance could then pay for:

• improved security systems to alleviate theft and vandalism;
• ongoing reliable technical and maintenance services;
• and the regular upgrading of hardware and software (including the purchase of excellent e-learning programmes, especially to improve literacy, maths and science skills).

This is similar to the idea presented on Carte Blanche (Sunday, 10th August 2008) where corporate companies are sponsoring the upgrade and maintenance of paediatric hospital facilities at some government hospitals.

Theft and vandalism might be lessened if the community perceive these improved up-to-date computer centres to be advancing their children’s employment prospects. Companies such as Microsoft, Intel, Telkom, Absa,(trusted community companies) ,etc. could be approached for such sponsorship.

Unisa University lecturers recommend that teachers permit learners to make use of their own cell phones in the classroom, in order to access the internet and e-mail. This would enable all the learners to interact globally, and thus not be left behind in terms of computer technological opportunities. Many school learners already have their own cell phones. At present, computer centres pay high prices for ADSL Internet access (ISDN is very slow) and extra broadband. It is recommend that the South African government embrace the idea of cell phone access for all learners, by charging special affordable rates to all students.

It is felt that permitting access to a cell phone for research and global communication needs to as necessary to the learners as a calculator is for maths education.

Costs involved in Computer Education could then be reduced, as the computer centre would only be used for:

• the teaching of essential computer skills;
• and for enhancing teaching in all learning areas, by means of the excellent e-learning programmes readily available in South Africa.

Furthermore, it is suggested that schools that are in close proximity to each other share computer facilities, to decrease the tremendous costs involved in computer education.

Lastly, it is recommend that a team of curriculum advisory experts (similar to the idea of school inspectors pre 1994) visit schools in order to assist with the planning and long-term budgeting of Computer Education throughout South African schools. Computer technology is changing so rapidly and thus it is very difficult for the teachers and senior staff to keep abreast with all the latest thinking and benchmark practises in this learning area.

 

Published with permission from the author