Module 1B-3- Group Activity 1 -Reflections- Conclusions from the discussion on ICT integration in developing countries

The ICT Rationale
In understanding the underpinning philosophy of ICT in schools one must first accept the fact that the school is microcosm of society.  Hence the notion of relevance comes into play.  We must prepare a generation that is ready to face a world that speaks in the language of technology. As a result there must be a willingness to accept the fact that educationals stratgies, curriculum and focus must change with the times.  The whole aim of education is to further advance the economic development and sustainability of a nation.  It is highly important that policy makers take into consideration the trends around them and device and implement those strategies that sings the same tune as the times in which they are created. 

ICT in schools: supporting curriculum reform

In times past education was restricted to methods of rote and lower order thinking. Today we live in a society which requires a breed of employees who are critical thinkers, with creative abilities.  Hence the idea of increase in information, and the becoming of a knowledge based society and the allowance of one to make discoveries has changed the pattern in which teachers teach.  Instead of being the 'sage on the stage' the teacher becomes the guide and the facilitator who draws on what students know and ushers them into paths of the unknown.  As a support, ICT has the ability to fulfill much of this desire.  It is adaptive to all learning styles and intelligences. Its versatility makes it possible for all learning ability to explore learning at their own rhythm.  Through computers for example and the introduction of social networks, students can easily communicate with classmates on classroom matters they struggle with and receive much needed assistance.  There is a greater level of engagement and interaction as ideas are pooled or exchanged.  Information can be formatted to suit one's context quite easily, bridging cultural divides.    Additonally, some of my favourite words are "lifelong learning".  Knowledge is always progressive. Educators and policy makers must structure curriculum that will encourage students to be on the cutting edge in a dynamic world. 

Uses of ICT in schools and Being a Developing Nation

ICT offers much towards the advancement of education.  In understanding its uses I am more aware of all the possible ways it can be implemented.  In our context, as a developing nation, there are few educators who have attained the abilities of creating software for teachers to use in our context.  It is encouraging to note that smallness does not necessarily mean inadequate.  As educators, it is possible that one day the idea of becoming software engineers/technicians in education can become a reality. Not only that but governments should seek to find creative ways to get ICT tools into the hands of educators and inch themselves along until they have achieved a standard that is compatible with those of the developed nations.