Technology is key to productivity

THE education system needs to change with the times. Technology is a key driver for the improvement of productivity at large. The impact of technology should be deemed imperative to our education system as pupils in remote areas have access to distance learning options. Pupils can also access international content through cellphones. Group learning is also possible with the use of group platforms and group social sites like Skype and Facebook.

Technology drives change and this will impact both the pupils and the educator in their quest to improve systems in South Africa. One of the changes faced by pupils and educators may be a lack of a technology background for historical and cultural reasons. This may harm the education experience as pupils could fall behind. Slowness of the curriculum coverage may be attributed to insufficient access to technology and inadequate homework and testing methods as educators do not keep up with the pace of learning, which could frustrate the pupil.

The integration of technology into the education system should not be considered in isolation to either pupil or educator. A collaborative approach should be adopted whereby both pupil and educator are acquainted with the benefits of technology integration in their environment. Adoption of this approach will not only lead to buy-in from both sides but also fast-track the benefit-realisation ratio for the school. Productivity as a mind-set should be part and parcel of this process as a productive teacher produces a productive pupil, and with technology as a key driver in the process, the outcome anticipates success. An integration of technology in the education system could lead to optimum productivity levels.

However, cognizance has to be taken of the fact that access to a computer and the internet does not transform the learning experience into a productive one, but merely enables access to learning. The mind set of both the educator and the pupil have to be of continuous improvement. The educator-centred approach as the sole medium of education is no longer a universally accepted norm as the pupil sometimes has a stronger technological advantage than his or her teacher. With this approach the pupil is able to transform the learning experience into an interactive one where he/she opens up a world of knowledge.

Pupils generally tend to copy behaviour of their like-minded peers and the positive impact of the learning experience could be tremendous. Having access to a world of information has its potential pitfalls as pupils are exposed to websites containing graphic detail and explicit content. The role of the parent in this learning experience is evident as they need to influence the mind of the student not to pursue avenues that will contaminate their learning experience.

Cellphones have proven to be part and parcel of the learning experience as pupils have access to e-learning at the touch of a button. They also have access to anything else – at the touch of that very same button. It is essential for parents to play an active role in monitoring the usage of technology by children as minors can be exposed to unsavoury content. Educators have an obligation to themselves as well as their pupils to continuously upgrade their knowledge about available technology in education. Productivity improvement tools can assist with this process, as pupils are able to measure their own improvement via the use of spread sheets, computer assisted and graphic programmes that provide an indicator of progress towards success or could also act as an early-warning system.

This behaviour when reinforced in a pupil or educator could lead to a productively inclined young nation of technology master minds ready and thirsty for the next best thing in education. A productive pupil becomes a productive educator and so the cycle continues into a self-fulfilling prophecy of positive change and competitive advantage. Change is never easy, sometimes even painful to some extent.

By: Bongani Coka – CEO of Productivity SA