Two weeks ago, precisely on the Workers Day, I was at a summit for teachers organised by the Catholic Archdiocese of Lagos on e-learning/online schooling.
That over 300 teachers were present at the summit isn't the story; the story is that many teachers in Nigeria are unaware that ICT has finally caught up with today's classroom. And nobody can really do anything about it – it's like a moving train.
ICT has changed the way people learn and access information. The trend is that a lot of people now earn degrees or whatever certification they desire from the comfort of their living rooms or offices and from any corner of the globe.
The beauty of IT-facilitated learning is that it doesn't devalue the certificate in any way. It doesn't show you were never within the four walls of a classroom.
The other day, I ran into a lawyer friend at an event organised by the Pan African University. In the course of our discussion, she disclosed that she was running an online masters degree at the University of London.
An increasing number of Nigerians are already on the online schooling train powered by the fast moving Information Communication Technology. That's the trend.
Of the 10 global trends in ICT and education mentioned by Robert Hawkins in the World Bank blog, five really caught my attention. They are the following:
Mobile learning
New advances in hardware and software are making mobile smart phones indispensable tools. Just as cell phones have leapfrogged fixed line technology in the telecommunications industry, it is likely that mobile devices with Internet access and computing capabilities will soon overtake personal computers as the information appliance of choice in the classroom.
Ubiquitous learning
With the emergence of increasingly robust connectivity infrastructure and cheaper computers, school systems around the world are developing the ability to provide learning opportunities to students 'anytime, anywhere.' This trend requires a rethinking of the traditional 40 minute lesson.
In addition to hardware and Internet access, it requires the availability of virtual mentors or teachers, and/or opportunities for peer to peer and self-paced, deeper learning.
Personalised learning
Education systems are increasingly investigating the use of technology to better understand a student's knowledge base from prior learning and to tailor teaching to both address learning gaps as well as learning styles.
This focus transforms a classroom from one that teaches to one that adjusts content and pedagogy based on individual student's needs.
Redefinition of learning spaces
The ordered classroom of 30 desks in rows of five may quickly become a relic of the industrial age as schools around the world are rethinking the most appropriate learning environments to foster collaborative, cross-disciplinary, students-centered learning.
Concepts such as greater use of light, colours, circular tables, individual space for students and teachers, and smaller open learning space for project-based learning are increasingly emphasised.
Teacher managers/mentors
The role of the teacher in the classroom is being transformed from that of the fount of knowledge to an instructional manager, helping to guide students through individualised learning pathways, identifying relevant learning resources, creating collaborative learning opportunities and providing insight and support during formal class time and outside of the designated 40 minute instruction period.
The success or failure of technology projects in the classroom is dependent on the human factor and the willingness of a teacher to step into uncharted territory.
What all these really mean is that the days are coming, and they are here really, when classrooms may go into extinction. Earning a degree or getting some schooling wouldn't require you to be within the four-walls of a classroom. In fact, ICT will be able to connect you with your teachers, supervisors and classmates right there in your living room. You don't have to go to a location called school or physically see your teacher; you will simply be transported into a viral classroom.
Some argue that this isn't good for the development of interpersonal relationship and communication skills. But what does technology care? Indeed, what we should worry about is how to leverage the benefits ICT provides to improve our education.
I candidly think that the 1.7 million Nigerians who wrote the last UTME didn't have to converge on a physical location. Besides checkmating examination malpractices, bribery and all the attendant logistic challenges encountered in organising public examinations would be minimally reduced.
What do you think? Feel free to send your thoughts and it would be published here.
