The modern child is technology savvy. Children embrace using computers in the very first time that they are old enough to hold a mouse and click and point something on a computer screen. Give the young student the choice between reading a book and researching an interactive software application, and they’ll decide on the software each time. Educational software is exciting: it moves; it speaks; it plays audio and audio, and video. How can any publication, or really textbook, expect to compete?
Why then, does Educational applications still remain largely disregarded by and underutilized – in colleges in the creation of children’s schooling? Among the primary aspects might be budget constraints. Equipping classrooms with computers can be an expensive affair and may be beyond the financial grasp of most schools. But traditionally, schools have always found a way to overcome financial constraints. How many funds are raised to build that new Olympic-sized swimming pool, or a new school hall, or to re-stock a library? Why should investing in IT be an insurmountable barrier?
The Solution at the root Of the problem could be simpler than many parents and teachers may suppose. Typically, the barrier to implementing technology in the virtual classroom software is located in grassroots level with the teachers . In any school, it is the teachers that generate enthusiasm in regards to adding some new dimension to the school’s current curriculum which will add value or be of benefit to its students. Thus, it stands to reason it is the mindset of the teachers who determine the openness of the faculty to make the transition to computers and instructional software from the school classroom.
Any radical departure From a school’s method of education must have the entire co-operation and support of its educators. The achievement or, indeed, the very implementation of any new teaching approaches will depend solely on if its educators are ready to adopt the innovation. Many teachers find the change to technology a daunting and intimidating prospect; particularly senior teachers that, oftentimes, are techno-phobic, with very little interest in computers beyond the advantages of email and word processing software. Senior teachers hail from another era when the publication was sacred and the textbook the instructor’s only bible and blueprint; nothing more was required. Why change now, they assert.