WHY TECHNOLOGY FAILS IN SCHOOLS?

It is a race out there to use technology.  It confuses the hell out of its users.  Each part of technology claims to be superior to another. 

•   Which one to prefer which one to avoid?
•   What to select?
•    Which is apt for this school?

Each technical app claims that they are the best.  Most of the apps do not give the overall approach of the technology and the background support it requires.  Recently, I had a company coming forward with ‘Robotics’ into the curriculum.  They claim to replace our traditional labs of Science and Maths.  However, after the demonstration, which included explanation of levers to class I, I had come to the conclusion that they have no idea of what they want to sell.  They had talked about sensors for class VI and said that this could replace Physics lab experiments.  The major dilemma was that in class VI the board syllabus introduces them to magnets, electricity (simple circuits) while in mathematics they start the concept of algebra.  It was then understood that the company personnel were not aware of what is the actual curriculum as prescribed by the board.

Now, the question, what to select and what to go ahead and do in our schools.  Some specifics that I have observed are the following.

1.     Socioeconomic condition:  The school should take into account the local conditions and the average economic condition of its parents and the statistics of the parents’ profession.  Acceptance happens only when the stakeholders are aware and acknowledge the benefits of any technology added into the school level.  Remember, computers as a subject is not their concern, it is the implementation of technology into the basic subjects is what we are looking into.
2.     Speed and Connectivity: The city, town or village where technology introduced when requires internet the provision for bulk load, speed and connectivity at that place needs to be ensured.  This becomes essential because frequent breaks or disconnection will lead to the loss of flavour into the designed curriculum.
3.    All at a time approach: Introducing technology into a technically unaware environment should be a step-by-step process.  It should not be a ‘at a time’ approach.  When introduced at a time, the learner – whoever it may, teacher, student or parent may find it confusing, misleading and stressful.
4.     Troubleshooting:  Introduction of technology shows readiness for change.  Any change is set to have initial problems.  Solving or addressing the issues should take priority while introducing technology.  If not done, this process can lead to the ultimate failure of any change that is introduced.
5.    Teach everything-train nothing:  Hyperactivity and enthusiasm among trainers lead to them explaining everything to the teacher, parent and student, instead of what is required.  A teacher need not be aware of all the intricacies of the technology adapted.  They will learn some technical aspects in the process of its implementation.  However, trainers neglect this very fact and start dictating all the details of the implemented program which also leads to its implementation failure.
6.    Smooth story narration: All the above said and done is one aspect while the actual fact is that the teacher who is to adapt in the class is able to use the technology smoothly in the class leads to its success.  More often, managements train teachers on using technology in classroom, however, they do not feel comfortable about using them, hence it becomes a decorative piece of the classroom.

Technology is vast and has the scope of turning to a boon or a bane. It is essentially in the hands of its implementers' which include – Parents, Management, Teachers and Students to decide or throw back on what is introduced. The four corners of its implementation, when not merged properly leads to ultimate failure of technology in schools.