A teaching philosophy is a public statement that a teacher makes about his/her intended aims and goals, and above all, how s/he views pupils, the teaching and learning process and lastly his/her own role in an educational context.
The sad thing is that not all teachers keep such a public statement where it is visible for all to see. Worse still, some teachers might not even have a public statement that outlines their teaching philosophy!
We therefore need to ask the question: As a student teacher, can you reply to this blog post and make your own personal teaching philosophy public? Indeed, what are your views about a personal teaching philosophy?
Tuesday, 15 April 2014
Tuesday, 11 February 2014
Learning Theories in a Digital Era
Theories provide the necessary frameworks and guidance in terms of practice. Learning theories are an attempt to help us understand how people learn. The human process of learning is a complex one. In this case, learning theories give direction to how teaching will take place in order to achieve the kind of learning that the teacher aspires pupils to master. Learning theories vary since there are such varied views about what constitutes effective learning. Ultimately, learning theories are bound by approaches to education and what is deemed "effective learning" within the context of our times.
It is therefore understandable that learning theories would change over time - new ones will be crafted and older ones might become less prominent. With the advances in educational technology and the immense influence of ICT on our society, it is evident that changes are occurring that affect how we view learning. In the digital era with its explosion of knowledge and vast expansive online social networks knowledge, learning has been affected in various ways. But before we hurry and start to embrace new theories we need to ask ourselves: Are we learning differently in the 21st Digital Era than in the pre-digital era? Are we required to learn for different reasons than what was in vogue before? Knowledge has seen an explosion, thus beckoning the question: What are we required to learn that is so different from what we had to know before the Digital Era?
With the above in mind, lets consider the learning theories that have come to the fore following the proliferation of ICT in our society. First, we need to understand the more traditional learning theories that existed before the rise of computers and ICT. This website explains it very clearly. For one, Bloom's taxonomy has been adapted for a digital realm. But before you can understand the Digital version of Bloom, you must first understand the original Bloom's Taxonomy, and then its adapted version. Do you indeed understand this taxonomy? If not, look at this website. And what about "Digital Bloom"? Here is a brief summary of what Web 2.0 tools can be used for which of Bloom's domains. For teachers, the question remains: How to use Bloom in the classroom? There are numerous resources to guide and aid teachers with the lessons plans, verbs for assessment, and other resources related to Bloom.
Apart from Bloom, other learning theories that are applicable to us in the 21st Century are Constructivism and Connectivism. Constructivism received a boost in 1990s after its initial inception in the 1908s. With an increase in the use of computers a greater interest in a constructivist approach to teaching and learning followed with an increase in the number of books and other research literature. The principles of Constructivism are:
The challenge remains for any teacher who wishes to embrace a Construcitivist approach to teaching and learning how best to use educational technology to achieve this. For any student interested in embracing a constructivist approach to teaching and learning, the question is obvious: How must teaching be approached differently and what Web 2.0 tools can be used to allow learners to construct their own meaning while they learn. What does Constructivism look like in the Foundation Phase? Here is an example.
Connectivism is closely associated with the 21st Century in as far as it uses the vast expansive social networks that have become a norm following the popularization of Social Media. "Learning happens in social networks" can also mean that the community construct curricula. Teachers can surely use a wide array of Social Media channels offer by Web 2.0 technologies to benefit their teaching in a highly connected community of learners. It is worth looking at George Siemen's views.
In essence then, student teachers in pre-service training programs such as the B Ed Foundation Phase program offered at Teacher Education Campus, Siyabuswa must ask themselves how they will teach differently once they become teachers. Which learning theory will best suit you in the Foundation phase at a rural school in South Africa?
It is therefore understandable that learning theories would change over time - new ones will be crafted and older ones might become less prominent. With the advances in educational technology and the immense influence of ICT on our society, it is evident that changes are occurring that affect how we view learning. In the digital era with its explosion of knowledge and vast expansive online social networks knowledge, learning has been affected in various ways. But before we hurry and start to embrace new theories we need to ask ourselves: Are we learning differently in the 21st Digital Era than in the pre-digital era? Are we required to learn for different reasons than what was in vogue before? Knowledge has seen an explosion, thus beckoning the question: What are we required to learn that is so different from what we had to know before the Digital Era?
With the above in mind, lets consider the learning theories that have come to the fore following the proliferation of ICT in our society. First, we need to understand the more traditional learning theories that existed before the rise of computers and ICT. This website explains it very clearly. For one, Bloom's taxonomy has been adapted for a digital realm. But before you can understand the Digital version of Bloom, you must first understand the original Bloom's Taxonomy, and then its adapted version. Do you indeed understand this taxonomy? If not, look at this website. And what about "Digital Bloom"? Here is a brief summary of what Web 2.0 tools can be used for which of Bloom's domains. For teachers, the question remains: How to use Bloom in the classroom? There are numerous resources to guide and aid teachers with the lessons plans, verbs for assessment, and other resources related to Bloom.
Apart from Bloom, other learning theories that are applicable to us in the 21st Century are Constructivism and Connectivism. Constructivism received a boost in 1990s after its initial inception in the 1908s. With an increase in the use of computers a greater interest in a constructivist approach to teaching and learning followed with an increase in the number of books and other research literature. The principles of Constructivism are:
- Constructivist learning environments provide multiple representations of reality.
- These representations represent that complexity of the real world.
- Knowledge construction is emphasized over knowledge reproduction.
- Authentic tasks are emphasized in meaningful context.
- Real world settings or case-based learning is provided.
- Thoughtful reflection on experience is encouraged.
- Enable context- and content- dependent knowledge construction.
- Supports collaboration and social negotiation among learners.
- Discovery learning
- Collaborative activity
- Integration and activation of prior knowledge
- Opportunities for hands-on activities
The challenge remains for any teacher who wishes to embrace a Construcitivist approach to teaching and learning how best to use educational technology to achieve this. For any student interested in embracing a constructivist approach to teaching and learning, the question is obvious: How must teaching be approached differently and what Web 2.0 tools can be used to allow learners to construct their own meaning while they learn. What does Constructivism look like in the Foundation Phase? Here is an example.
Connectivism is closely associated with the 21st Century in as far as it uses the vast expansive social networks that have become a norm following the popularization of Social Media. "Learning happens in social networks" can also mean that the community construct curricula. Teachers can surely use a wide array of Social Media channels offer by Web 2.0 technologies to benefit their teaching in a highly connected community of learners. It is worth looking at George Siemen's views.
In essence then, student teachers in pre-service training programs such as the B Ed Foundation Phase program offered at Teacher Education Campus, Siyabuswa must ask themselves how they will teach differently once they become teachers. Which learning theory will best suit you in the Foundation phase at a rural school in South Africa?
Monday, 10 February 2014
ICT in South African Education - a Reality Check
South Africa, despite being the largest economy on the African continent, is not doing so great when it comes to Education. In fact, many believe that the educational system has gone badly wrong after 1994 stating that in some respects educational standards were higher before 1994. The call for a complete overhaul is loud and clear. The textbook saga in Limpopo still haunts us. Whatever the view about the current state, statistics based upon numbers speak for themselves. This is especially true when we focus on one aspects related to educational development, namely technology. The fact that connecting a school with the Internet still makes the news already says something! For example, a school in Thembisa got one lab connected! In the Eastern Cape, one of the most impoverished provinces and one that lacks development in its school infrastructure, ICT roll out depends largely on private companies, like Vodacom, MTN and Telkom, among others.
If we consider that the Internet became publicly available in the 1980s already, and that the development of the personal computer has put it in reach of almost anyone on the planet, the question needs to be asked: "Why is there not an Internet-connected computer on every South African teacher's desk?" Also, "Why does every learner not have direct access to Internet-connected devices in each class yet?" Let's do some tracking here. When we read the White paper on e-education that was published back in 2004, it is obvious that the ANC-government of the day had great foresight! In fact, by 2004 it was general knowledge that the Digital Age was going to have a profound impact on the whole world. There is a direct correlation between being connected and the country's Gross Domestic Product (GDP - value / size of its national economy) It also did not require much thinking to realise that unless teachers were empowered to own devices and connecting them to the Internet through the school's network, great advances can be made to bring teaching and learning in line with expected international ICT standards.
The importance of ICT training for teachers cannot be ignored. In fact, UNESCO and OECD countries through their individual country reports pay particular attention to ICT integration in pre-service teacher training programs. The reality in South Africa is, however, a somber one. Even if pre-service teachers were to receive the best possible ICT training the chances of them being placed in a school where there is very little in terms of a well-developed, modern, well-supported ICT services are very big indeed.
But let us not despair. Numerous studies have unearthed the factors that need to be taken into consideration when addressing the "problem of ICT". Studies include an analysis of the role of school principals in the personal development of teachers in terms of ICT; yet others consider the attitudes, values and perceptions of teachers when it concerns their use of ICT in classrooms.
So if you are one of the born-free citizens of South Africa that was born after 1994, try and answer these questions:
What technology was available in your subject classes during your high school years?
Did you have access to modern-day technology in your high school?
Were you allowed to use the school's Internet services?
Which brings me to an important message: Take a careful look at your answers. Did you answer "no" to any of the questions above?
Perhaps you should take a look here! And now you ask yourself the following question: "Can you still afford to teach without ICT in your classroom?" Perhaps its time to send a clear message to your SA government -- vote for a political party that will deliver on its promises once it has been elected!
If we consider that the Internet became publicly available in the 1980s already, and that the development of the personal computer has put it in reach of almost anyone on the planet, the question needs to be asked: "Why is there not an Internet-connected computer on every South African teacher's desk?" Also, "Why does every learner not have direct access to Internet-connected devices in each class yet?" Let's do some tracking here. When we read the White paper on e-education that was published back in 2004, it is obvious that the ANC-government of the day had great foresight! In fact, by 2004 it was general knowledge that the Digital Age was going to have a profound impact on the whole world. There is a direct correlation between being connected and the country's Gross Domestic Product (GDP - value / size of its national economy) It also did not require much thinking to realise that unless teachers were empowered to own devices and connecting them to the Internet through the school's network, great advances can be made to bring teaching and learning in line with expected international ICT standards.
The importance of ICT training for teachers cannot be ignored. In fact, UNESCO and OECD countries through their individual country reports pay particular attention to ICT integration in pre-service teacher training programs. The reality in South Africa is, however, a somber one. Even if pre-service teachers were to receive the best possible ICT training the chances of them being placed in a school where there is very little in terms of a well-developed, modern, well-supported ICT services are very big indeed.
But let us not despair. Numerous studies have unearthed the factors that need to be taken into consideration when addressing the "problem of ICT". Studies include an analysis of the role of school principals in the personal development of teachers in terms of ICT; yet others consider the attitudes, values and perceptions of teachers when it concerns their use of ICT in classrooms.
So if you are one of the born-free citizens of South Africa that was born after 1994, try and answer these questions:
What technology was available in your subject classes during your high school years?
Did you have access to modern-day technology in your high school?
Were you allowed to use the school's Internet services?
Which brings me to an important message: Take a careful look at your answers. Did you answer "no" to any of the questions above?
Perhaps you should take a look here! And now you ask yourself the following question: "Can you still afford to teach without ICT in your classroom?" Perhaps its time to send a clear message to your SA government -- vote for a political party that will deliver on its promises once it has been elected!
Thursday, 26 September 2013
Technological advances made towards Education -- the Beauty and the Beast
Upon reading about the history of technological developments, someone is bound to apply the latest development, app or gadget to a classroom setting. Undoubtedly I ask myself if this perception is true or merely a personal view shaped by my own experiences.
I recall seeing a copier for the first time in primary school - my teacher had turn a handle. Our teacher wrote neatly on special dark blue paper, cranked up a machine, filled a tray with bright purple methylated spirits (the smell was awesome) as if there was an endless supply... and yippieee. we all had notes a few moments later!
Mass -- speed, efficiency, cost-effectiveness and ease of use. The magic of devices when applied to educational settings usually seems to offer limitless opportunities to address "the problems in education". I sometimes think whether to change this to "the problem of education" or "the problem with education", or even "the problems because of education". But that's just on the side... Lets get back to technology and its education's flirtations with it.
Take radio as an example - a mass communication device, nearly magical! Someone was bound to consider its application to educational environments, especially schools. Of course the introduction of radio raised some important questions: Were children going to sit and listen to radio programmes hour after hour? Were they going to become too passive? And what about the teachers? What was their role going to be? Mere loudspeakers or merely schedulers who had to switch radio devices on and off at a given time?
In America the use of radio took a different path than what some European countries were doing with this magic device. Sweden is an example in case, as is Britain. Despite the concerns, educational material in some cases augmented textbooks. But there are also examples of radio programmes that could go beyond textbooks by offering a particular 'here and now' focus. Classroom based radio in the Age of Totalitarianism during the first part of the 20th century made a lot of sense. This is of course an extreme example of the application of broadcasting technology in schools.
All in all radio offered a magical world for scores of children across the globe. During school breaks our education could continue via the radio - my mother with her creative approach to our upbringing made sure of that! I recall how we were made to sit in front of the radio in the morning around tea time to listen to "Siembamba" - a children's programme in Afrikaans. Until the early 1970s radio was our only true companion in deep rural areas of South Africa.
If radio didn't quite cut it in education, TV was perhaps a different kettle of fish. TV surely posed greater risks for corrupting the youth than did radio. The projector and film before TV was at some point considered in America as a possible replacement for teachers. Was Educational TV going to try and replace teachers too? In time, this proved to be an unwarranted concern.
TV did indeed offer applications to educational content that no other medium could. A whole host of people jumped at the opportunity to create exceptionally good content aimed at "educational TV". But unlike the mistakes made with radio, in some cases educators became involved with content creation for TV. Every classroom in every school across the globe might not be equipped with a TV today, but together with video recorders, CD and DVD players, TVs continue to be used by teachers.
The question invariably arises: what is the true state of technological infusion in "normal" public schools in South Africa? And in other comparable countries? Indeed, the world? Are we, in the Age of Googlification at the same point as previous generations when it comes to 'technology in the classroom? Perhaps it is necessary to consider the following: as long as technological solutions remain overly complex and costly, it will be a divider resulting in exclusion - in this case digital exclusion. Do we dare to read in this: Technology as Beast. In a country like South Africa where the divide is very real, less complex solutions like TV and radio should perhaps be explored with more vigour since these devices are already well integrated into all layers of society. The same cannot be said of computers, and other digital devices such as tablets and smartphones. For one, cost of ownership and cost of bandwidth, together with limited content in SA's eleven official languages must be mentioned as possible inhibitors.
Well, just to widen the gap a bit more and to give teachers another jolt... we now combine TV with computers -- enter the world of Apple TV used in conjunction with other Apple devices such as IPads. Once again, the classroom is set to change - as it should, since continuous innovation ought to be a given for schools, not a curse! The saga of technology and educators' flirtations with it continue unabated. However, the question remains: How do we ensure relevancy of classroom-based teaching? One way is to continue to adjust our approaches to teaching and learning. We have to explore ways to teach as effectively as humanly possible with the tools to our disposal. Schools thus have an obligation to ensure that classrooms are not digital deserts. In the past schools offered more than most homes in terms of technology. I am afraid for many that is no longer the case.
I recall seeing a copier for the first time in primary school - my teacher had turn a handle. Our teacher wrote neatly on special dark blue paper, cranked up a machine, filled a tray with bright purple methylated spirits (the smell was awesome) as if there was an endless supply... and yippieee. we all had notes a few moments later!
Mass -- speed, efficiency, cost-effectiveness and ease of use. The magic of devices when applied to educational settings usually seems to offer limitless opportunities to address "the problems in education". I sometimes think whether to change this to "the problem of education" or "the problem with education", or even "the problems because of education". But that's just on the side... Lets get back to technology and its education's flirtations with it.
Take radio as an example - a mass communication device, nearly magical! Someone was bound to consider its application to educational environments, especially schools. Of course the introduction of radio raised some important questions: Were children going to sit and listen to radio programmes hour after hour? Were they going to become too passive? And what about the teachers? What was their role going to be? Mere loudspeakers or merely schedulers who had to switch radio devices on and off at a given time?
In America the use of radio took a different path than what some European countries were doing with this magic device. Sweden is an example in case, as is Britain. Despite the concerns, educational material in some cases augmented textbooks. But there are also examples of radio programmes that could go beyond textbooks by offering a particular 'here and now' focus. Classroom based radio in the Age of Totalitarianism during the first part of the 20th century made a lot of sense. This is of course an extreme example of the application of broadcasting technology in schools.
All in all radio offered a magical world for scores of children across the globe. During school breaks our education could continue via the radio - my mother with her creative approach to our upbringing made sure of that! I recall how we were made to sit in front of the radio in the morning around tea time to listen to "Siembamba" - a children's programme in Afrikaans. Until the early 1970s radio was our only true companion in deep rural areas of South Africa.
If radio didn't quite cut it in education, TV was perhaps a different kettle of fish. TV surely posed greater risks for corrupting the youth than did radio. The projector and film before TV was at some point considered in America as a possible replacement for teachers. Was Educational TV going to try and replace teachers too? In time, this proved to be an unwarranted concern.
TV did indeed offer applications to educational content that no other medium could. A whole host of people jumped at the opportunity to create exceptionally good content aimed at "educational TV". But unlike the mistakes made with radio, in some cases educators became involved with content creation for TV. Every classroom in every school across the globe might not be equipped with a TV today, but together with video recorders, CD and DVD players, TVs continue to be used by teachers.
The question invariably arises: what is the true state of technological infusion in "normal" public schools in South Africa? And in other comparable countries? Indeed, the world? Are we, in the Age of Googlification at the same point as previous generations when it comes to 'technology in the classroom? Perhaps it is necessary to consider the following: as long as technological solutions remain overly complex and costly, it will be a divider resulting in exclusion - in this case digital exclusion. Do we dare to read in this: Technology as Beast. In a country like South Africa where the divide is very real, less complex solutions like TV and radio should perhaps be explored with more vigour since these devices are already well integrated into all layers of society. The same cannot be said of computers, and other digital devices such as tablets and smartphones. For one, cost of ownership and cost of bandwidth, together with limited content in SA's eleven official languages must be mentioned as possible inhibitors.
Well, just to widen the gap a bit more and to give teachers another jolt... we now combine TV with computers -- enter the world of Apple TV used in conjunction with other Apple devices such as IPads. Once again, the classroom is set to change - as it should, since continuous innovation ought to be a given for schools, not a curse! The saga of technology and educators' flirtations with it continue unabated. However, the question remains: How do we ensure relevancy of classroom-based teaching? One way is to continue to adjust our approaches to teaching and learning. We have to explore ways to teach as effectively as humanly possible with the tools to our disposal. Schools thus have an obligation to ensure that classrooms are not digital deserts. In the past schools offered more than most homes in terms of technology. I am afraid for many that is no longer the case.
Tuesday, 20 August 2013
First Cohort of Students at TEC making progress
At the start of 2013 ninety nine students, registered as UJ students, arrived at the newly established Teacher Education Campus at Siyabuswa. This campus, which has been established with the assistance of UJ, is destined to be the University of Mpumalanga's second campus. From 2014 UMP will register its first students here in a BEd Foundation Phase course. By the end of 2016, we will say "good luck" to the first cohort once they enter the workplace as fully qualified Foundation Phase teachers. The various stakeholders currently responsible for different aspects of this ambitious project have taken care of things like buildings, equipment, residences and facilities, as well as the academic programme.
During the first semester it was of course a case of learning to know each other, starting to form a team, and ironing out all the expected little teething problems that one can expect from starting a new campus. Similarly, the local community has now become accustomed to the new intake of students.
Any new institution goes through a period of seeking and forming a new culture - an identity that will often be tested, and even required to adapt and change as the world around it keeps changing. Education in particular, is constantly in need for transformation and reforms in an effort to keep abreast of demands made on it from the world it tries to serve.
Mareleng Primary is a teaching school that is closely associated with the Faculty of Education. Mareleng Primary is also busy with large-scale developments. New buildings are being built; the Foundation Phase teachers are regularly engaged in workshops and other contact sessions with Faculty and Students from TEC. One contribution that TEC Siaybuswa is currently making in this regard is of course the development of a teaching school that forms part of a School-University partnership. This partnership is a living learning system aimed at being an integral part of pre-service teacher training.
Our hopes are pinned on the a new generation of Foundation Phase teachers that will enter the rural areas with their newly acquired skills to infuse a new energy into Foundation Phase school education.
Below are some scenes from the beginning of the year, including the First Year Experience.
During the first semester it was of course a case of learning to know each other, starting to form a team, and ironing out all the expected little teething problems that one can expect from starting a new campus. Similarly, the local community has now become accustomed to the new intake of students.
Any new institution goes through a period of seeking and forming a new culture - an identity that will often be tested, and even required to adapt and change as the world around it keeps changing. Education in particular, is constantly in need for transformation and reforms in an effort to keep abreast of demands made on it from the world it tries to serve.
Mareleng Primary is a teaching school that is closely associated with the Faculty of Education. Mareleng Primary is also busy with large-scale developments. New buildings are being built; the Foundation Phase teachers are regularly engaged in workshops and other contact sessions with Faculty and Students from TEC. One contribution that TEC Siaybuswa is currently making in this regard is of course the development of a teaching school that forms part of a School-University partnership. This partnership is a living learning system aimed at being an integral part of pre-service teacher training.
Our hopes are pinned on the a new generation of Foundation Phase teachers that will enter the rural areas with their newly acquired skills to infuse a new energy into Foundation Phase school education.
Below are some scenes from the beginning of the year, including the First Year Experience.
Sunday, 21 July 2013
Innovative Teacher Education: A new dawn at Siyabuswa
The decision to establish new universities in Mpumalanga and Northern Cape provinces means that an opportunity has arisen for unique institutions to be created. Being the first since the establishment of a new democratic order in 1994, these new institutions need to address a number of challenges. These challenges are not limited to that of a developing country and its societal schisms - the legacy of a divided society based upon race - but also challenges facing all Higher Education institutions the world over.
Lately the rise of MOOCs (Massive Open Online Courses) via platforms such as Coursera serves as a stark reminder of the changing landscape of education. Higher Education institutions in particular no longer hold sway over knowledge and qualifications. Learning can be open and free - and it actually is. Since the advent of the Internet, "anywhere anytime" has now changed to "everywhere all the time" with the rise of smart phones and a myriad of applications to help ensure that end-users are well-served in terms of all their information and services needs.
But education in South Africa is far from the level at which it could be. Transformation at a national scale in terms of technological advancement remains elusive. Traditional education is still in vogue in most schools across the country. The reality of digital exclusion resultant from a lack of national investment in large massive ICT infrastructure developments cannot be negated. For example, the born frees (the generation that has been born after 1994) that arrived at the newly established Teacher Education Campus at Siyabuswa come from schools that seem to have changed little during the past 18 years. In particular, technologically enhanced education at school level in most of rural South Africa is unlikely, if not impossible given the current mindset and lack of political will. Specifically, limited or no Internet access at schools mean that little in the way of technologically enhanced education entered the first cohort of students' classrooms while they were at school. The question therefore remains: will the Faculties of Education at the new universities in both Mpumalanga and Northern Cape provinces be able to nurture a new generation of teachers to go into service, armed with skills and a new approach to education that will be relevant for an interconnected global society that is completely driven by and reliant upon technology.
It would be interesting to hear from students currently at Siyabuswa's Teacher Education Campus what their own school education was like. Did their schools have computers for example? Did teacher use technology in class and if so, what types? Was Internet connectivity readily available at their schools? These and other questions need to be answered for education in South Africa is in dire need of innovative solutions at a massive, disruptive scale.
Lately the rise of MOOCs (Massive Open Online Courses) via platforms such as Coursera serves as a stark reminder of the changing landscape of education. Higher Education institutions in particular no longer hold sway over knowledge and qualifications. Learning can be open and free - and it actually is. Since the advent of the Internet, "anywhere anytime" has now changed to "everywhere all the time" with the rise of smart phones and a myriad of applications to help ensure that end-users are well-served in terms of all their information and services needs.
But education in South Africa is far from the level at which it could be. Transformation at a national scale in terms of technological advancement remains elusive. Traditional education is still in vogue in most schools across the country. The reality of digital exclusion resultant from a lack of national investment in large massive ICT infrastructure developments cannot be negated. For example, the born frees (the generation that has been born after 1994) that arrived at the newly established Teacher Education Campus at Siyabuswa come from schools that seem to have changed little during the past 18 years. In particular, technologically enhanced education at school level in most of rural South Africa is unlikely, if not impossible given the current mindset and lack of political will. Specifically, limited or no Internet access at schools mean that little in the way of technologically enhanced education entered the first cohort of students' classrooms while they were at school. The question therefore remains: will the Faculties of Education at the new universities in both Mpumalanga and Northern Cape provinces be able to nurture a new generation of teachers to go into service, armed with skills and a new approach to education that will be relevant for an interconnected global society that is completely driven by and reliant upon technology.
It would be interesting to hear from students currently at Siyabuswa's Teacher Education Campus what their own school education was like. Did their schools have computers for example? Did teacher use technology in class and if so, what types? Was Internet connectivity readily available at their schools? These and other questions need to be answered for education in South Africa is in dire need of innovative solutions at a massive, disruptive scale.
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