Name: Raheme Matthie

School: Oberlin High

Candidate #: 100086

Centre #: 100086

Year: 2014

Territory: Jamaica

Teacher: Miss R. Swaby

Date Submitted: April 24, 2014

Theme: Technology and Globalisation

Topic: To assess the degree to which the rapid emergence of new technology has influenced the

learning process of teachers and students alike at the Oberlin High school, and how this

technology is currently being adopted by individuals.

TABLE OF CONTENT

Page Title Page Number

SBA

CARIBBEAN STUDIES

Acknowledgement 1

Introduction

Background 2

Purpose of Study 3

Terms used in Study 3

Literature Review 4-5

Data Collection Sources 6-7

Presentation and Analysis of Data

Presentation of Data 8-14

Analysis of Data 15-17

Discussion of Findings 18-19

Conclusion, Limitations of the Research, Recommendations

Conclusion 20

Limitations 20

Recommendations 21

ACKNOWLDEMENT

The successful completion of this research would not have been possible without the assistance

and cooperation of my family members and friends; as a result I’d like to convey my heartfelt

appreciation to my Mother, Geraldine Johnson whom has given me reinsurance in terms of

material needed and for her motivational remarks. I would like to praise the Almighty God for

good health and strength that was necessary for me to toil through the nights to complete this

study. Thanks goes out my friends and the classmates who also had a great input in doing this

research. THANK YOU!

INTRODUCTION

INTRODUCTION Problem Statement: To assess the degree to which the rapid emergence of new technology has

influenced the learning process of teachers and students alike at the Oberlin High school, and

how this technology is currently being adopted by individuals.

Background

Advancements in Technology have impacted many aspects of society and education in particular

is no different. As such, in conducting the CAPE Caribbean Studies School Based Assessment

(SBA), the researcher has chosen to “Assess the degree to which the rapid emergence of new

technology has influenced the learning process of teachers and students alike at the Oberlin High

school, and how this technology is currently being adopted by individuals.”

Since Technology has become so widespread and has captivated the school environment

by such an extent, it is in my interest to carry out this research as a way of gaining knowledge

about the developments at hand and also to keep current with these developments and educate

students, teachers and parents alike; consequently there are numerous reports about students

abusing the available technology for personal gain.

Purpose of study

This assessment is geared towards the development of critical skills and abilities needed to

continue my studies. It plays an integral part of my assessment and is needed as a key asset in

order to successfully complete the CAPE Caribbean Studies course.

Terms used in the study:

Technology: The application of knowledge, devices, machines and techniques for manufacturing

and productivity processes.

Education: Defined as the acquisition of knowledge and the learning of skills, whether

Assessment: A method of evaluating something based on an understanding of the situation

Globalization: The worldwide integration and development among people, companies and

governments which is predominantly aided by information technology.

LITERATURE REVIEW

Over the years we have seen that the introduction of technology in schools have played a major

role in contributing to the overall productivity and quality of the education sector. Technology

can be defined as the study, development and application of devices, machines and techniques

for manufacturing and productivity processes.

Globalisation of technology at the Oberlin High school began in the late 1980’s about 40 years

after the establishment of the institution. It saw the introduction of the typewriter as a means of

getting information on hardcopy; then over the years this technology progressed to more efficient

and reliable devices (such as the desktop computer, printers and projector) to improve the

teaching – learning process. Oberlin High – Handbook 2010 & The Paragon

Minister of State in the Ministry of Science, Technology, Energy and Mining, Julian

Robinson 2012 said at a technology workshop that students should be trained to “become

innovators rather than mere manipulators of technology,” he further urged teachers to use the

technology efficiently, to enhance learning in the classroom. He revealed that the government

will be introducing new technologies in classrooms, under the E-Learning Programme, and said

that, “Investing in Information Communication Technologies (ICT) is the most important thing

Jamaica can do at this time.” Mr. Robinson also noted that the use of this new technology is a

way of levelling the playing field, in terms of students from lower class social backgrounds

having the opportunity to access the technology, go online and conduct researches; hence helping

them to be on par with the more affluent students.

The State Minister said technology will help prepare students for the future; and, therefore,

schools should ensure that students, particularly those from lower socio-economic groups, are

equipped with the confidence and skills to use the technology that is available to them.

According to an article taken from the Jamaica Gleaner January 25, 2015, The minister

of education, Rev Ronald Thwaites, said that the proper incorporation of technology into our

learning systems will herald the dawning of a new era in Jamaica. He further stated that if the

vision of incorporating technology in all schools can be adequately grasped, the challenges faced

by both educators and students will be dramatically lessened. In saying this Rev Thwaites along

with the minister of science, technology, energy and mining, Phillip Paulwell, have taken a first

step with the implementation of the Tablets in Schools pilot project, as a means of enabling

students from all backgrounds to have a chance in gaining access to the internet and helping with

the transfer of information via technology. He went on of the notion to disabuse persons that

technological integration is limited to that. Rather, it involves a seamless integration of many

other facets of learning; hence making the process an easier one.

The Article further discussed that having placed so many diverse students with various

learning methods together, there is the grand expectation that all should conform to one teaching

style and do equally well.

DATA COLLECTION SOURCES

In order for the researcher to gather appropriate information regarding the current topic at

the Oberlin High school, the use of several fact finding techniques would have to be utilized in

the attempt to collect and compile data. The techniques used entails:

Questionnaire (Primary Source)

Questionnaires are a list of questions, usually printed and submitted to a select number of

people for replies in order to collect statistical information. Using a questionnaire is inexpensive,

it guarantees anonymity and can be applicable over a large number of people. A total of 50

questionnaires were distributed to Students, hence 2 different questionnaires had to be made. The

first comprising of 13 questions in total; intended for students. The second, total of 20

questionnaires comprised of 7 closed-ended questions were distributed; intended for teachers.

These questionnaires were issued to teachers and students; they were fully completed and

collected few days after issue. The questionnaire was not age specific but it was geared more

toward persons of the upper school as they are thought to be exposed in the school environment

the longest.

Observation (Primary Source)

Observation seeks to answer questions by either participant or non-participant

observations. The approached used was participant observation in which the observer becomes

involved in the situation but the respondents does not know. Observation allows for a high return

of data as this is collected directly from the source. The observation was carried out in a number

of classes ranging from grades 13 to 9, where the researcher observed the different uses and how

well different technological devices are integrated within the classroom environs by both

teachers and students.

News Paper articles (Secondary Source)

Secondary sources of data collection are described as data that already exists. Secondary

sources involve a generalization, analysis and interpretation of the original information.

Newspaper articles used in the research are found in the Literature Review. Also a visit to the

library was undertaken to acquire information from journal articles and various related books.

These provide background information, (info that helps to further explain) the topic being

investigated.

All these sources helped the researcher to gather information required for the study at hand and

will further contribute to the researcher gaining additional knowledge and an initial hands-on

understanding of the research topic.

PRESENTAION OF DATA

1st form8%

2nd form8%

3rd form10%

4th form24%

5th form30%

6th form20%

Pie Chart showing # of respondents from each grade

Figure1.

PRESENTATION AND ANALYSIS

Almost Always Usually Sometime Never0%

10%

20%

30%

40%

50%

60%

15%

25%

50%

10%

GRAPH SHOWING THE EXTENT TO WHICH TEACHERS USE ELECTRONIC TOOLS IN

TEACHING

Figure 2.

85%

15%

PIE CHART SHOWING IMPORTANCE OF TECHNOLOGY TO TEACHERS

Extremely Important Moderately Important Not Important

Figure3.

Device Percentage amountOther 5%

Multimedia Projectors 25%

The Internet 10%

Computers 30%

Multimedia Speakers 25%

Smart-boards 0%

Tablets 5%

TABLE SHOWING TECHNOLOGICAL DEVICES THAT TEACHERS FREQUENTLY USE

Table1.

TABLE SHOWING RESPONDENTS ANSWERS ON WHETHER USING TECHNOLOGICAL DEVICES

ENHANCED THE LEARNING PROCESS Vote Percentage Amount

Strongly Agree 46%

Agree 30%

Strongly Disagree 14%

Disagree 10%

Table2.

Watch online videos

School work

Browse the web

Playing games

Social Media

0% 5% 10% 15% 20% 25% 30% 35%

GRAPH SHOWING THE VARIOUS USES OF COMPUTERS BY STUDENTS

Figure4.

35%

55%

10%

CHART SHOWING STUDENTS REPONSE ON WHETHER THEIR TEACHERS GAVE AS-

SIGNMENTS WHICH REQUIRE THE USE OF COMPUTER/TECHNOLOGICAL DEVICES

Everytime Sometime Never

Figure5.

STUDENTS AND TEACHERS RESPONSES ON IF THEY THINK THE INTEGRATION OF TECHNOLOGY WILL

ALLOW FOR A MORE ENHANCED LEARNING PROCESS, RESPECTIVELY

Answers Percentage Amount

Yes-Greatly 96%

No 4%

Answers Percentage Amount

Yes-Greatly 85%

No 15%

Table3.

Table4.

ANALYSIS OF DATA

In doing my survey of the Oberlin High School as highlighted in Figure 1, out of 50 persons, 4

accounted for 8% of respondents from 1st form (grade 7). Another 4 persons from 2nd form (grade

8) accounting for an additional 8%. These grades including 3rd form and 4-th form added to the

lesser minority of respondents. This was as a results of the research being more fitted for those of

the upper school body as they were thought to have been exposed in the school environment for

a much more extended time. The following grades yielded the most set of respondents, majority

from the upper school; 4th form (grade 9), 5th form (grade 10) and 66th form (grades 12 &13), 12

persons, 15 persons and 10 persons respectively.

Moreover the extent to which teachers used electronic tools when teaching was measured

and this data was presented in Figure2. The data illustrated that 50% (10 persons) responded

saying that their teachers only used electronic devices sometime when teaching. This could be as

a result of them not using the device in a particular class or at a particular time, hence, they

would only use it when it is necessary. 25% (5 persons) responded that usually, which may be

influenced by an availability of resources. There may be a limited number of devices provided.

Additionally, of all the respondents 15% (3 persons), responded almost always. This response

may be influenced by the fact that some classes rely particularly on the use of Information

Technology. Lastly 10% (2 person) – the minority replied that their teachers never used any form

of technology within their classes, which could be because some teachers are reluctant to change

their approach. Furthermore some may not see the need for technology within their classes.

Likewise, utilizing technology as a medium in the learning process; a question was created to

measure the importance of this technology to teachers. Figure 3 portrays the results of this

question where 85% accounting for the majority of responders (17 persons) say that the use of

technology is extremely important to them. As they see that this technology is beneficial in the

learning process. 15% or (3 persons) said that it is moderately important, which means they see

the reason for using it, but not to an excessive amount compared to those who responded it is

extremely important to them. Finally there were no respondents answering that technology is not

important to them. Concluding that all teachers agree that the use of technology is of some

importance to them.

In conjunction with the teachers having a good feedback towards whether the use of

technology was important to them. There was an investigation carried out to measure the

different technological devices that were frequently used by such teachers. Table 1 presents this

information. Of the study 25% (5 persons) responded that they use multimedia projectors. This

may be, because teachers find projectors as the most efficient devices to use in presenting the

lesson, it is easily accessible and easy to setup. Additionally, many teachers gravitate towards the

use of PowerPoint presentations and other. Equalling with projectors, teachers use Multimedia

Speakers as an aid in teaching to transmit audio to students. Different forms of media are better

presented using speakers, such as novels, poems etc. Moreover the use of computers during class

sessions had the greatest number of tallies. Accounting for 30% (6 persons), who responded that

they used computers the most in presenting to students.

On the other hand a question was asked to students on whether using technological

devices enhanced the learning process. Table 2 represents this info; of all the respondents the

majority - 46% (23 persons) replied that they strongly agree that the use of technology has

enhanced the learning process. Reason being, when teachers add variety to their teaching,

students are most likely to cooperate and are motivated to come to classes. 30% adding up to (15

persons) say that they agree, as technology in learning encourages them and makes classes fun

and intuitive. On the other hand 14% (7 persons) say that they strongly disagree along with 10%

(5 persons) just disagreeing with technology enhancing the learning process. They view that the

technology is a distraction in schools.

On the contrary, the various uses of the computers by students was noted and presented in

Figure 4. Of the respondents the majority 32% (16 persons) stated they used the computers for

social media purposes. This may be due to the fact that many aren’t properly supervised and tend

to stray when using the computers. The second highest count 28% (14 persons) are more

studious and use the computers to do school work. 16% (8 students) say they use the computers

to browse the web. 14% (7 students) stated they use the computer to play games and 10%

accounting for (5 persons) say they use the computers for video purposes.

Different from the various uses of computers, it had to be measured if teachers handed

out assignments that require the use of technology. Represented in Figure 5, 55% totalling (11

Teachers) answered saying that they sometimes hand out assignments that require the use of

technology. 35% (7 Teachers) stated they hand out such assignments every time. And 10% (2

Teachers) accounted for those who don’t hand out such assignments.

The final question analysed is to record respondents answers on whether they think the

integration of technology will allow for a more enhanced learning process. Portrayed in both

Figures 4 & 5. Students were asked (Figure 5) of all 96% (48) alike the teachers 85% (17) said

that technology will definitely enhance the learning process while an opposed 4% (2 Students)

and 15% (3 Teachers) said they don’t think introducing technology will enhance anything.

DISCUSSION OF FINDINGS

In conducting the following research, it is the research’s purpose to assess the degree to which

the rapid emergence of new technology has influenced the learning process of teachers and

students alike at the Oberlin High school.

As the research was much geared toward technology and globalization, the researcher has

noticed that many respondents from the area are in fact aware of the developing technologies that

are seemingly coming into the school and many have also taken the approach to acquaint

themselves with such technology which was depicted in Figure 2, as many teacher say

sometimes use technological aids in teaching to make the learning process a more effective,

intuitive and overall better experience.

The Minister of State in the Ministry of Science, Technology, Energy and Mining, Julian

Robinson urged teachers to use the technology efficiently, to enhance learning in the classroom.

He revealed that the government will be introducing new technologies in classrooms, under the

E-Learning Programme. The research conducted confirms that the plan by the government to

assist schools through the E-Learning Programme is clearly coming into effect. Table 1

portrayed the results where many teachers are gravitating toward the availability of technological

devices, whether computers, multimedia projects etc.

The Oberlin High school is a co-ed high school built in the rural hills of St. Andrew,

Jamaica. The school haven’t seem much developments taking place, so with the integration of

programmes such as the (Tablets in Schools and the E-Learning programme), it has allowed for

the efficient distribution of technological devices which are of great significance as the school

seeks to make this technology available to everyone. But alongside its benefits technology within

the school also has its negative effects. Figure 4 shows that the greater percentage of students use

the computers provided to do acts other than what the computers were generally intended for. An

intention of the research was aimed at acquiring knowledge on this issue, many seem defocused

when not properly supervised and become easily distracted by other factors that cause them to

stray even when they have work to get done.

According to an article taken from the Jamaica Gleaner January 25, 2015, The minister

of education, Rev Ronald Thwaites, said stated that if the vision of incorporating technology in

all schools can be adequately grasped, the challenges faced by both educators and students will

be dramatically lessened. This statement is entirely true as observed in the research as a number

of questions were asked surrounding this statement. The majority of respondents say that the

introduction of technology has significantly enhanced the learning process (both teachers and

students). The statement said by Mr. Thwaites was reinforced here when most teachers and

students say that they use technology almost daily as many teachers say sometimes and others

saying they always incorporate technology when teaching (Figure 5).

CONCLUSION, LIMITATION,

RECOMMENDATION

CONCLUSION

Ultimately, as can be seen by the research carried out, the researcher is able to conclude that it is

clear that the integration of technology within Oberlin High school has played a significant role

in aiding both teachers and students alike. With the proper use of this technology teachers along

with students have seen an improvement within the education sector, hence this integration

allows for a more enhanced learning process for both parties. Additionally adding to the fact that

technology has become a vital part of the classroom today and without it many achievements

might not have been met.

LIMITATIONS

In ascertaining information for the research a number of challenges were met. Particularly

electronically:

There was an instance in which I couldn’t gather any printed news articles on the theme,

because of an unavailability of those copies.

Also there were power outages which rendered me useless to gather any information

from the internet; moreover the frequent loss of internet connection contributed to the

problems faced.

RECOMMENDATIONS

Necessary action should be taken to ensure that all students and educators have proper access to

different technological devices, thus closing the gap between the availability of these devices to

only a select few. If all are able to make use of the vast amounts of technological aids, surely it

will see an enormous improvement with regards to teaching and learning.

BIBLIOGRAPHY

jnbs_admin. (2012, 1 22). Technology will Promote Equity in Education. Retrieved from Jamaica

National Building Society: http://www.jnbs.com

Cleaver, S. (2014, 9 24). Technology in the Classroom: Helpful or Harmful? Retrieved from

education.com: http://www.education.com/magazine/article/effective-technology-

teaching-child/

Mullings, D. (2012, 11 25). Innovative use of technology to enhance education. Retrieved from

Jamaica Observer : http://www.jamaicaobserver.com/

Oberlin High. (1976). The Paragon. KIngston: Oberlin High School.

Oberlin High. (2010). Oberlin High Student Handbook. Kingston: Oberlin High.

Sociology Themes and Perspectives. (2004). London: HarperCollins Publishers Ltd.

Witter, M. (2015, 1 25). Let Technology Lead Way In Education. Retrieved from The Jamaica

Gleaner Company Ltd: http://jamaica-gleaner.com/

APPENDIX

Questionnaire #1

The following questionnaire is used as a method of collecting data from students.

This Information is necessary as it aids in the survey that is being conducted as an assignment for

my CAPE Caribbean Studies SBA.

Please place a tick in the box according to your answer.

1. Gender

Male Female

2. Grade

1st form 2nd form 3rd form 4th form 5th form 6th from

3. Do your teachers use technology in teaching the lesson?

All the time Most of the time Sometime Not at all

4. What are some of the technological devices that your teachers use?

Multimedia Projectors The Internet Computers

Tablets Speakers Smart-boards

Other

5. Does the use of these devices enhance the learning process?

Strongly Agree Agree Strongly Disagree Disagree

6. Do you have computer access at school?

Yes No

7. Do you have internet access at school?

Yes No

8. What do you use the internet to do?

Watch online videos Browse the web Social Media

School work Playing games

9. Do your teachers provide (daily or weekly) assignments that require the use of

computer applications such as spreadsheets, databases, Internet use)? Every time Sometime Never

10. Does the involvement of technology with-in the school motivates you to be more

involved in the learning activities?

Strongly Agree Agree Strongly Disagree Disagree

11. With the introduction of technology…

I. Do your teachers allow you to use devices such as Laptops, smart phones and tablets

in class?

Not at all To some extent During specific classes Yes

II. Do your teachers provide different technological incentives for those who don’t have

access to the technology, such as access to the Internet, computers and presentation

material?

Yes No

12. Do you think the integration of technology will allow for a more enhanced learning

process?

Yes-Greatly No

Figure1.

Questionnaire #2

The following questionnaire is used as a method of collecting data from teachers.

This Information is necessary as aids in the survey that is being conducted as an assignment for

my CAPE Caribbean Studies SBA.

Please place a tick in the box according to your answer.

1. As an educator, do you integrate the emerging technology in your class sessions?

Yes I do No I don’t

2. If no, please state why

3. To what extent do you now use any kind of electronic tools when teaching?

Almost always Usually Sometimes Almost never

4. If you use electronic tools, how important are they in helping your students to learn the

content?

Extremely important Moderately important Not important at all

5. What are the benefits you observe, which technology provides?

Enhances student learning Enhances my professional development

Accommodates students with different learning styles

Motivates students to get more involved All Mentioned

6. During class sessions do you plan computer related activities?

Always Never Sometime

Figure2.

7. Do you think the integration of technology will allow for a more enhanced learning

process?

Yes-Greatly No

GLEANER ARTICLES

Let Technology Lead Way In EducationPublished:Sunday | January 25, 2015

Meleisa Witter, Guest Columnist

The merger of education and innovation in this decade as the standard modus operandi is, without

contradiction, one of the most important things the ministry tasked with educating the populace can do.

With the emergence of avant-garde software and technologies aimed at bringing information alive, traditional

teaching and brick-and-mortar structures may remain important only for two main reasons, namely, to aid with

encouraging an organised way of doing things, and providing a relatively safe place for youngsters to be while

guardians go off to work.

Our minister of education, Rev Ronald Thwaites, and the minister of science, technology, energy and mining, Phillip

Paulwell, have taken a first step with the implementation of the Tablets in Schools pilot project. But I wish to disabuse

anyone so inclined of the notion that technological integration is limited to that. Rather, it must involve a seamless

integration of many other facets of learning that relate to a transfer of information via technology.

The proper incorporation of technological integration into our learning systems will herald the dawning of a new era in

Jamaica. If the vision can be adequately grasped and the synergies created to move this initiative forward, the

challenges faced by both educators and students will be dramatically lessened.

Both teaching and learning are now hugely reliant on set factors, the main one being the ability of the individual

teacher to transfer data in a way that is understood by a variety of students. And often the lament is heard that so

many children are failing when, in reality, we should be shocked that so many are doing well.

The simple reason for this seemingly backward statement is that, having placed so many diverse students with

various learning methods together, there is the grand expectation that all should conform to one teaching style and do

equally well. The experts will tell us that there are many different learning styles and it is to the credit of many

students that they actually adapt themselves to the traditional educational system enough to get passing grades.

Virtual reality

So what difference will technological integration make? Several, ideally. With this system of learning, the education

process will become fun, interesting and more readily received by students. Virtual reality will render certain aspects

of science, such as atoms, minute cells, bacteria and other microscopic elements, as tangible. No longer are they just

mental constructs that require imaginative minds to comprehend, but they can now be easily presented in 3-D format,

in live and living colour for the students to interface with.

Virtual tours of myriad facilities, institutions and other places relevant to learning can be done very easily, expanding

students' working knowledge of these places.

Learning would become much more hands-on and interactive. Games, podcasts, videos and instructional white (or

black) boards would be readily received by most, if not all, students. Additionally, a technologically integrated platform

allows for an uber extensive range of information, literally at the fingertips, encouraging lateral leaning, which will

result in more rounded education. And this is just scratching the surface of the possibilities.

So if this sounds all exciting, why is it not the reality? There are hurdles. A major one is the cost of this technology. It

would cost the Ministry of Education millions and millions of dollars to implement such a system effectively.

Maintenance of the technological infrastructure can be both time-consuming and costly, and creation of suitable

content is likewise very time-consuming and hugely expensive. A solution is private organisations that have this

vision to bring this about. And we do believe it will happen sometime over the next decade.

For the thinking person, however, some other things should also become obvious quite readily; namely, that the

prevalence of teachers in the classroom will diminish. There will be much less work for teachers as students will now

be able to access information in a structured way without their input. The really serious students can now be days or

weeks ahead of the curriculum and challenges can be resolved right there online with virtual teachers and other

online resources. Teachers would be advised to start training in other areas, as their jobs will become obsolete.

I recently completed a course of study in Canada without even reaching the Jamaican airport. It was all done online. I

toured numerous publishing houses in Canada, interfaced with book stores and other publishing and distribution

houses, hosted sales conferences, and did group projects with people whose physical appearances I don't even

know. I conducted tests and exams and participated fully in my group projects without leaving the comfort of home.

And so I was very sad when I read the article in The Gleaner that carried the results of the survey conducted by the

Centre for Leadership and Government at the University of the West Indies, which found that almost half of young

Jamaicans would be willing to give up their citizenship to live in another country, as they do not find that the country's

affairs are being managed effectively to give them any confidence for a better future here.

I may be wrong, but the results show a lack of far-sightedness of the future generation. Jamaica is far from perfect,

which is one of the reasons it is still listed as a Third World country. But this lack of confidence in even their own

ability to stem the tide of what they view as the mishandling of national affairs is alarming.

The world is flat

The innovative young people will be depended upon to drive this technological integration and provide the new wave

for the future. Young Jamaicans have the potential to do great things right here in Jamaica. The world is opening up,

or as Thomas Friedman put it, "The world is flat." And it gets flatter every day.

I recently had the distinct pleasure of being in a meeting with Roberto Trujillo of TruBios Commercialization (Mexico &

US) and Dr Henry Lowe of Bio-Tech RDI and was simply amazed at the thought processes of these two older

persons who had this clear vision of a future where biotechnology was a main driver and science and innovation were

commonplace mechanisms for learning, wealth creation, health and medical systems, and everyday life. The sooner

we embrace these concepts and teach them to the young ones, the sooner the nation will be a more inviting place to

live.

Our constant reliance on sea, sun and sand as a main income earner must become a thing of the past if Jamaica is

to truly see the back of its huge debt burden. It is obvious that the need to start teaching our people about the beauty

of science, technology and innovation is at the youngest stage possible and there is no better way to do it than

through technological integration. One thing is for certain: While learning is always fun for some, with technological

integration, it will be fun for all.

“Technology will Promote Equity in Education,” Julian Robinson

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Posted on January 22, 2012 by jnbs_admin

 

Julian Robinson, Minister of State in the Ministry of Science, Technology, Energy and Mining, makes

a point to Dr. Renee Rattray, Programme Manager at the Mutual Building Societies Foundation

(MBSF) at a Science Technology workshop held at the Christar Villas Hotel in St. Andrew, Thursday,

January 19. The workshop was organised by the MBSF for Science and Information Technology

teachers from schools under the MBSF’s Centres of Excellence programme. Also, listening is Peter

Reid (left), Senior Vice President and Chief Operations Officer at The Victoria Mutual Building

Society (VMBS) and Wendell Smith, Assistant General Manager, Management Information, Systems

and Operations at the Jamaica National Building Society (JNBS). The MBSF was formed by VMBS

and JNBS in 2008 to improve the educational output of six rural high schools under the Centres of

Excellence programme.

Minister of State in the Ministry of Science, Technology, Energy and Mining, Julian Robinson, says

more needs to be done to promote equity across the educational system.

Making his first public address at a Science and Technology Workshop organised by the Mutual Building Societies Foundation (MBSF), under its Centres of Excellence programme, late last

week, Mr. Robinson said the Jamaican educational system bore similarities to an apartheid system.

“We have to find a way in the country to level the playing field, because it can’t be that the

circumstances of where you were born, and where you were raised, allows you to end up in a

particular type of school…and you end up with a second rate education,” he told teachers from the

six rural-based Centres of Excellence schools at the function.

“The use of technology is one way of levelling the playing field. The kid from the inner city, who has

access to technology and can go online and do research, can be on par, certainly in terms of

access, with the more affluent student. That is clearly what we have to do as a Government,” Mr.

Robinson said.

The State Minister said technology will help prepare students for the future; and, therefore, schools

should ensure that students, particularly those from lower socio-economic groups, are equipped with

the confidence and skills to use the technology.

He revealed that the government will be introducing new technologies in classrooms, under the E-Learning Programme, and said that, “Investing in Information Communication Technologies (ICT)

is the most important thing Jamaica can do at this time.”

Mr. Robinson proposed that students should be trained to “become innovators rather than mere

manipulators of technology,” and he urged teachers to use the technology efficiently, to enhance

learning in the classroom.

Peter Reid, Senior Vice President and Chief Operations Officer at Victoria Mutual Building Society

(VMBS), said Science and Technology is the foundation on which the Jamaican economy will grow;

and, therefore, more has to be done to promote a culture of science and innovation.

“Indeed, Victoria Mutual values innovation, as it stands as one of our core principles in our business

operations and what better way to support this culture of Science and Technology by hosting this

function,” Mr. Reid said, commending the leadership of the Mutual Building Societies Foundation(MBSF), which Jamaica National Building Society (JNBS) and his organisation

established four years ago to promote the Centres of Excellence programme.

Similarly, Wendell Smith, Assistant General Manager, Management Information, Systems and

Operations at JNBS welcomed the focus on Science and Technology, and pointed to Jamaica

National’s consistent investment in modern technology to enhance its savings and loan services.

“JNBS is cognisant of the role that Science and Technology must play in our educational sector,

given its impact on the access and development of equity in education; the delivery of teaching and

the promotion of learning; its role in professional development and management, and its contribution

to governance and administration,” he said.

The MBSF, conceived by VMBS and JNBS in 2008, rolled out some $100 million to fund the Centres

of Excellence initiative. The transformation process has positively impacted the educational output of

six rural-based high schools during the past four-year period. And, the participating high schools–

McGrath, in St. Catherine; Porus and Mile Gully in Manchester; Godfrey Stewart in Westmoreland;

Green Pond in St. James and Seaforth in St. Thomas have all achieved significant gains over the

years.