Sinéad

The Irish Times reports today that €252 million euro will be available to schools in Ireland over the next 5 years for computer equipment (link). The National Centre for Technology in Education claims that this is an inadequate fund and it will not be enough to bring schools towards the EU average level. A draft copy of a report questioning this €252 million euro ICT fund makes a number of recommendations that in my opinion are completely disingenuous. Peter Mac Menamin the general secretary of the Teachers’ Union of Ireland points out that thousands of teachers had gone to the trouble of getting ICT training but that the lack of commitment to ICT means that…

“It is like learning to drive – and then sitting into a car with no wheels.”

Essentially the argument is that the lack of high-speed internet connections and modern computer equipment has stopped these thousands of teachers being capable of correctly teaching this subject.

However, even if half the computers in Irish schools are over 4 years old (the Irish Times article points out), this could not possibly stop someone from teaching basic practical computer skills. You also do not need a high-speed Internet connection to teach ICT, yes it would be preferable, but there are plenty of music teachers and language teachers in Irish schools that would greatly benefit from having modern audio equipment, but are more than capable of continuing to teach their classes with the equipment provided to them (i.e. a piano or a tape recorder).

“The Republic has one of the lowest rates of ICT usage in education in the developed world”

Does the report point out the fact that the ICT training provided to teachers is possibly inadequate? That ICT is still not a Junior or Leaving Certificate subject? (Interestingly enough, Greek, Hebrew and Classical Studies continue to be). As ICT is not a subject at either Junior or Leaving Cert. examination level, there is no need to be qualified in the field. If you want to teach English, Irish, French, Maths etc., you must first have your primary degree in these topics and this is not the case with ICT. Yet, it is a topic that is difficult to teach and requires plenty of experience. Otherwise you end up teaching a class of students irrelevant information, rather than the practical ICT skills needed in a modern workplace. Yes, there is the Junior Certificate cycle subject “Technology” but this seems to be a mixed bag of technical drawing and some kind of model making and electronics.

Why can’t part of this €252 million euro be used to provide schools with 1 full-time ICT teacher? Why not allow I.T graduates to get their Higher Diploma in Education and then employee them full-time. They would also be able to provide much needed technical support and ICT consultation, ultimately saving schools money as they would no longer have to pay unnecessary fees to outside firms when a computer crashes or a piece of software needed updating. I.T graduates could also save schools money by implementing the open source software initiative.

I would argue that it is not like sitting in a car with no wheels. It is more like taking a short course in French, and then being asked to teach it to a mixed class of students who already speak it fluently, and those who only know how to say…

“Il est sur ma page de Bebo.”

Take, for example, my own experience with ICT in secondary school. Yes, we were lucky enough to be provided with two computer rooms with rows upon rows of computers, an adequate Internet connection (that sometimes worked) and a couple of the math and science teachers were sent on ICT skills training. The actual ICT classes we received taught some basic typing skills, using Microsoft Word to create an assortment of projects, the ins and outs of computer hardware and how to use “skoool.ie”. Not exactly the most practical set of skills.

However, as lucky as we were, the teachers that had been sent on these ICT courses were usually too busy with their main classes to actually teach us and we’d be left in a room full of computers with nothing but mischief to get up to. Even when a teacher was present, they were completely unaware of the fact that I had taught the class not only how to write and reply to the boys from the local boy’s secondary school, but also how to make sure the teachers didn’t find out about it.

According to my younger brother, still in secondary school, not much has changed since I’ve left school. Just like me before him, he gains nothing from these ICT classes and has instead channeled his boredom into finding plenty of non-Bebo methods of sending “innocent” messages across the Internet to other secondary school classes, albeit classes full of teenage girls.