Infusion of Technology in Education: Issues and Challenges for the Caribbean

• Author: Moses Peart
• Pages: 70-85

70 HUMAN RESOURCE DEVELOPMENT

Infusion of Technology in Education:

Issues and Challenges for the Caribbean

The impact of rapid developments in information and communication

technologies (ICT)on organisational change is not yet fully appreciated

by most educational institutions, some of which boast long-standing traditions

and cultural practices. However, like most other organisations, our educational

institutions are gradually waking up to the reality that their very survival may

soon depend on how well they can effectively and efficiently adopt new

technologies into their culture. The fact that technology can directly enhance

the delivery of education has been well established in practice, as presented in

the literature on educational improvement; but not nearly enough is being

said about the potential of Information and Communication Technologies

(ICT) for assisting with the development of human resources through

education.

In this chapter, we examine some of the challenges posed by the infusion

of technology into Caribbean educational systems. The next section begins

by identifying some of the “critical success factors” that must be considered

in this process. Next, I present three models for the introduction of ICT into

education against which we are then able to evaluate the current efforts at

technology infusion. The third section explores important issues suggested

by the Caribbean and wider experience; including needs assessment, cost

effectiveness and sustainability. The chapter ends with brief comments about

the role of ICT in Caribbean education.

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Bates (1997) suggests there are at least twelve critical factors to be considered

for the successful infusion of technology in education:

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CARIBBEAN HUMAN RESOURCE DEVELOPMENT

i. A vision for teaching and learning

ii. Strategies for inclusion

iii. Funding allocation

iv. Technology infrastructure

v. People infrastructure

vi. Student computer access

vii. New teaching models

viii. Faculty agreements and training

ix. Project management

x. New organisational structures

xi. Collaboration and consortia

xii. Research and evaluation.

While this listing does not imply any order of priority, Bates claims that

timing and co-ordination of these factors are imperative to success; but he

also accepts that the type of institution will inevitably affect the emphasis

placed on these factors. In the context of the Caribbean, all these factors

should be seen as important. However, I suggest that three most critical factors

are missing from Bates’ list. These are:

i. Technology needs assessment

ii. Means/ends matching of technology resources with instructional

delivery strategies

iii. Integration of technology in curriculum.

Later in this chapter, I make the case for needs assessment to be the logical

starting point for infusion of technology in education and the human resource

development process. The early lessons of the Caribbean with technology

interventions suggest that this critical matter of needs assessment is hardly

appreciated or even considered in some cases. In considering where to start

with technology infusion, it is also important to see logical links. Education

and human resource development (HRD) are inextricably linked.

Unfortunately, educators and HRD experts often fail to recognise that HRD

starts with education and training, whether formal or non-formal. The fact is

that technology infusion into human activities will fail if it is not supported

by systematically developed education and training.

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The introduction of ICTs in education and human resource development

can follow several models or approaches. However modelled and described,