We are all used to making informed decisions.  When we buy a motor vehicle or a television set we shop around and consider the various benefits of the makes and models, before we part with our money. So, why should this process be any different when schools have to make decisions about purchasing computers, educational software, interactive whiteboards or furniture?

In establishing a centre that can support teacher development in under-resourced schools we have had to provide an environment where educators, school Principals and District Officials are able to engage with a variety of educational technologies and, in so doing, begin to understand the implications of going down one route or another.

Sadly, the thinking is that where schools are provided with technology by the state or by donors, they should be grateful that they are getting equipment for ‘free’ and they should not have a say in what is procured for their school. This approach has proven to be short sighted and once educators find out about alternative, and often more suitable, options they can become disillusioned and even go as far as rejecting the technology they have been given.  This is not a ‘school’ specific response but is rather a typical human response to a situation where something has been forced on one with very little consultation.

Creating informed learning environments where the power of choice combined with the other variables such as cost, ease of use, durability and support will result in higher levels of adoption, use and ownership by the schools.  In setting up the Edunova Learning Centre we have had to deal with a range of providers and it has been clear that many are extremely uncomfortable at having their technologies or software placed alongside competitors products.

Given the context of the education crisis in South Africa, these one dimensional companies are clearly only looking to make money out of schools and have very little, if any at all, interest in contributing toward higher levels of use and adoption of the power of technology in the classroom. As our market matures and schools begin realising who provides a long-term and values driven solution to some of the technology needs I am sure that the lower-level and greedy vendors and providers will sow what they have reaped.