Is Sri Lanka ready for tablet computers in the classroom?

Distributing tablet computers without the right pre-conditions is akin to providing plants for free to people in deserts who have no access to water, the appropriate soil and weather conditions to plant them

By Anushka Fernando Goonetilleke 

The most recent update on the tablet computer project for A/Level students in Sri Lanka is that it has been suspended owing to its high price tag, however there is hardly any discussion in the public domain about the goals tablet computers are expected to achieve or about structures in place to ensure its optimal performance in schools. 

Providing tablet computers to students may appear progressive, but the measurable impact of technology in the classroom and the skill/knowledge gap that it purports to fill should be the focus of the project that receives attention. 

As a follow up to the project, it is easy to imagine the many poster children who are surrounded by disadvantage but have a gleaming new tablet computer in their hand, appearing to be a symbol of equity bridging the gap between the rich and poor. But these images should not be proxy for a substantial report card showing evidence for how efficient and productive the project has been. The purpose of this article is to initiate a discussion on what the Government is expected to deliver when it says it is distributing tablet computers to schools in Sri Lanka.

Tablet computers have immense potential and are being used in many countries across the world; they increase engagement in the classroom, provide up to date access to information that is impossible with only a text book and allow students to gain invaluable tech literacy skills. 

Yet I am anxious about this project being portrayed as the panacea of all ills in the education system, especially in relation to its monetary value. I am fearful of the possible financial loss and the enormous opportunity cost of investing Rs. 4 billion into a product that the system is not yet ready for, in the absence of thoughtful planning. 

Distributing tablet computers without the right pre-conditions is akin to providing plants for free to people in deserts who have no access to water, the appropriate soil and weather conditions to plant them. Similarly, the tablet project would be a failure of titanic proportions, unless the project has a structure that is able to harvest the benefits of technology with skilled delivery minimising possible ill effects as a result of a goal oriented and intelligently designed project.

I have outlined some areas that the country’s citizens can expect the Government to have thought through – if not I hope it serves as a reminder to responsible authorities prior to its implementation.

What are the measurable outcomes of this tablet computer project? 

What are the goals and outcomes that tablet computers in classrooms will achieve? How will they be evaluated? These are some of the first questions the government needs to address its attention to. How will tablet computers help the students and might they improve their knowledge and skills as a result of using tablet computers? 

Is the focus on computer literacy skills, deepening knowledge of subject matter through research, preparation for tertiary education and employment, exposure to career options and the world outside the school, or is the focus on content of specific software programs with inbuilt learning goals that will be installed in the tablet computers? 

Objective measures must be used to monitor and evaluate the returns on the investment, like any other project, and there is no dearth of frameworks that allow policy-makers to assess the outcomes of interventions such as this one. Additionally, it is possible to use Sri Lanka’s ranking on international league tables on computer literacy and such to demonstrate that the investment in equipment has yielded satisfactory results.

Safety, security and optimal performance of devices

Considering that a tablet computer can easily be hidden in a school bag, briefcase or a handbag, and can be easily sold, it is sensible to take measures to ensure that the tablet computers remain with the school and there are no losses. Appointing at least one staff member who is accountable for the tablets in addition to a physical space that is safe and secure is a must. A constant and reliable source of electricity to charge the tablets and a stable internet connection are also essential for the optimal functioning of the tablets. 

Even if a tablet computer of the highest quality available on the market is selected, it is still not immune to technical faults, problems with the longevity of the battery, potential physical damage and the need for constant updating of systems and apps. Therefore, in addition to allocating funds to purchase tablets, there must be provisions made for maintenance of the devices. The system must also be geared to deal with cyber security issues in the age of viruses and hackers. 

Are we content ready?

A tablet has immense potential, but only if it is fully loaded with rich content and programs that engage and deliver learning outcomes while restricting access to inappropriate content available through the internet. Tablet computers are extremely beneficial to students with learning difficulties and encourage students to learn at their own pace and privacy under the guidance of skilled teachers. 

Ideally, text books and learning material pertaining to the local syllabus must be digitised and loaded to the devices, an LMS (learning management systems) or a similar system installed to improve student learning and enhance interaction between students and teachers, and engaging apps that help students acquire knowledge and skills better and faster must be in place ahead of distributing tablet computers to schools. 

Fostering independent learning, grooming students to contribute their work and their voice on the internet to an international audience, connecting with peers across the world, are all possibilities but students must be given the opportunity with strict parameters and safe boundaries to work within.

As much as students could share a thoroughly researched and well written article on various fora, they could just as easily, share an inappropriate picture of themselves or of a fellow student. In order to prevent such incidents, the project must include awareness programs where students are instructed on the purpose and boundaries of technology and the administration equipped to be on alert to address crises that may crop up quite quickly. 

Protocols that  teachers must follow in the face of a crisis must be communicated clearly, and a quick and efficient flow of information from the central body to the teachers informing them of new and more potent dangers that loom on the horizon are also essential so that teachers don’t feel isolated when they encounter challenges on a daily basis.

Trained teachers

There are many teachers who have not yet used a smart phone, and a tablet computer is a strange device that is viewed with suspicion and reservation, therefore the teacher training must go hand in hand with deployment. 

Teachers training needs to take into consideration the varying levels of competencies and attitudes among teachers and must begin from the basics of turning on a tablet computer all the way to using apps, and diverse media to teach a lesson better than they have without a device and to do so confidently. Teachers cannot be trained unless there are qualified trainers and training material, which adds to the growing list of prerequisites.

I have seen teachers who are ideal candidates for technology programs and adapt and master it in record time – they are innovative, quick and eager to learn and creative in using the resources they have, to maximise learning outcomes for students. Some teachers take great efforts to load the device with images and videos of people, places and things that students wouldn’t normally see so as to enhance their learning experience and even modify existing programs to better serve the needs of their students. 

Unfortunately, some teachers may abuse the use of school property for personal benefit and use the tablets to take photographs of their family on trips and at weddings to letting their own children download apps for their own entertainment and may not use it for purposeful activities in the classroom. 

Some others feel that using the tablet computer in the classroom is inconvenient, and prefer to continue teaching in their traditional style as that is what they are familiar with. For many teachers, term end exams exert pressure; finishing the syllabus takes priority over learning and experimenting with new technology that robs them of the limited time they have.

  

Tablet computers in the overall education strategy

It is every citizen’s hope that there is a clear, comprehensive and goal-oriented strategy for the education of our children that will help propel our nation into greater heights in the near future. Every cent that is spent on education must yield results that help achieve the country’s strategy. 

In a developing country such as ours, with very limited resources, it is important that all projects, including the tablet computer project fall in line with the overall strategy that is sustainable and is not a result of an ad hoc decision to appear progressive. It is also important to thoroughly research the experiences of other countries who have successfully integrated tablet-based education into the classroom before launching a new programme to avoid known pitfalls. 

Tablet computers have a limited time span, much shorter than a wooden table and chair that can last for a few generations. So if there are schools without the basics in place, I hope that authorities weigh the pros and cons prior to investing and committing to such a large project, turning a blind eye to more pressing needs within the system. 

One can argue that there never is a perfect time to make changes and modernise, but hasty decisions and changes that occur frequently will leave the system in chaos and it is not a mistake that the country can afford.

(The writer has a Master of Education from Harvard University and has worked as a project manager for a non-profit providing digital education tools to Sri Lanka, Colombia, South Africa, Laos and Lebanon.)