Innovative use of Information and Communication Technology in learning and teaching should not be about technology per se, but about what we do with it: How we use it in combination with pedagogy; how we use it to pursue knowledge and wisdom in a hyper-connected world.
This was the words of Prof Russel Botman, Rector and Vice Chancellor of Stellenbosch University, at the second day of the Glocal Classroom Seboka held at at the Wallenberg Research Centre at the Stellenbosch Institute for Advanced Study (STIAS) on Wednesday.
Prof Botman shared a line from South Africa's White Paper for Post-School Education and Training, approved in November last year.
"The success of an educational programme will be determined by its pedagogical strength and not by … Information and Communication Technology (ICT), which can sometimes be used poorly or as a gimmick."
"It makes one think, doesn't it?" he continued. "Educational success is dependent on pedagogy, not technology. That's still the foundation of what we do in our sector – pedagogy, the science and art of education. How do we use it in a blended context with technology.
"Of course technology has had an impact – a huge one. But it is not about technology in the first instance – it is about the pursuit of knowledge. This is an important goal, now more than ever. Knowledge is the currency of the Digital Age and its Information Society.
And there is no more pressing need than empowering the youth of today to create a better tomorrow. That is why "Improving the quality of education, skills development and innovation" is one of the key priorities of South Africa's National Development Plan (NDP).
He said the needs are great in our society. Unemployment in South Africa stands at 25%, and it is even worse for the 15-34 year age group of which 71% are unemployed. "Education and training of the right kind and quality can help them not only find jobs but also to create their own employment. Generating income this way will be good for the whole economy.
"So, education is the answer – but there is a problem: Currently, only 3% of 20-24 year-olds are enrolled for further education and training programmes. We have to ask ourselves, how do we get to them (the unemployed/ uneducated) and engage them with knowledge."
And this is where Prof Botman sees a big opportunity to use technology. "Innovative use of Information and Communication Technology extends learning and teaching opportunities beyond the confines of the physical classroom. And there is more – technology transforms the learning and teaching experience. It makes it more transparent. The closed classroom of the past becomes the open classroom of the future. Technology opens up education – potentially to the world. The local classroom becomes globally accessible. That's why this initiative is called the Glocal Classroom."
According to Prof Botman the benefit of using technology in this way is that it makes teaching student-centred. The focus is on the learning experience: The purpose of teaching is learning.
"And it makes the learning-and-teaching process a two-way street. Educators and students collaborate to generate and convey knowledge.
"In the Glocal Classroom local insights are unlocked globally, and global understandings impact on local contexts. That is another way in which technology can improve the quality of education – by increasing diversity. A variety of people and ideas is good for excellence because it exposes us to different propositions, different points of view."
The conference, themed Transforming Education through Technological Innovation, springs from four universities on four continents building a global platform for collaboration and interchange on web-based learning.
Apart from the conference in Stellenbosch (where it will take the form of a Seboka) further conferences will be held in Guelph in Canada in May, at Malmö in Sweden in September and ending at Flinders University in Adelaide in Australia, in November.
The four conferences serve as the backbone of the project, sharing overall strategic trends and best practice examples of pedagogical experimentation and innovation.
