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How receptive to new information, especially the type that results from awareness creation efforts of ICT lobby groups are students of today?


A shining example:

India sets the pace:




the OLPC (one laptop per child) was an educational project, not a business one. It seems that when it comes to children and societal benefit, the issue of “business case” needs to be sacrificed in order to aid the objectives of our 21st century educational system. I need ask what has become of the OLPC now, i hope big business is not frustrating this noble dream, especially with regard to the operating system…

One of the avowed aims of student2.0 is to develop, and drive “social innovation in the field of education”. This is the kind of freedom that derives from student2.0’s adoption of FLOSS (Free Libre Open Source Software). Humans are social beings and so these freedoms derive naturally as Student2.0 congregates in K-12 open mind conferences and especially so if the platforms used are FLOSS. The benefits that accrue to humanity from FLOSS are immensely huge and make good business sense. This is treated in far greater detail by Yochai Benkler’s
“The Commons as a Neglected Factor of Information Policy” on page 11 of his book, The Wealth of Networks: How Social Production Transforms Markets and Freedom;
(e-book site):

Student 2.0 would perform better in Open-Book/Open-Internet Examinations. This allows for assessing Higher Cognitive Abilities. But the traditionalist in us says no to Student 2.0.
student 2.0 sees the need to democratise higher education. They believe in the philosophy of connectivist pedagogies.
Unfortunately, when we provide training, we rarely conduct an evaluation of prior knowledge to inform the training.
(Teacher ICT Readiness in Ghana, Kofi B. Boakye, Dzigbodi Ama Banini p5)

Student 2.0 subscribes to the questioning dimension, reinventing Socrates. They do not accept as sacrosanct
theories without scrutiny, they identify with the concept of negotiated meaning and adhere to collaborative learning practices…

Free online workshops on WikiEducator:

Please visit if you are interested in e-learning issues.

alternatively, you can also visit

No company in the world has access to more data and more data processing power than Google. Once data has been sucked into Google Giant Vacuum Cache, it is ripe for analysis. After a decade of collecting (and digitizing) Google has created an astonishing resource that is ripe for value exploitation. Many organizations and companies have idly watched Google conquer a domain more completely than Alexander the Great could have ever dreamed. It only makes sense that Google reveals a little bit of its long term intention: Google internet stats. This is child’s play at this stage, but more value-driven data analysis will be developed soon. The data is there. Mining is next. When you organize the worlds data, you are eventually able to organize the world according to your interests as well.

Design of software and design of learning share similar attributes. I’d go so far as to say that instructional design would benefit from considering how software design has changed over the last decade. Consider this article as a quick overview – Frequent releases change software engineering…



With regard to the current stalemate Ghanaian Senior High School (SHS) Education is in, I would want to make a few suggestions as well as pose some questions, answers to which could help prevent this trend from repeating in the future. First, I suggest the Ghana Education Service (GES) help by adapting some lessons from other developing countries, in both Africa and worldwide especially with regards to political interference in the education process.
Secondly, I suggest the 2nd year students can be made to vacate the school premises for their respective homes since they are beneficiaries of the PSI-DL initiative. Thus they should be already accustomed to learning via television and radio, one thing that could be of immense help with regard to the 1st year students’ accommodation problem temporarily. This is because the three year groups (fourth, third and second years are pursuing a different curriculum hence one of such groups could be made to (sacrifice) one year of their program in order to allow the current (2010-2011) first years remain accommodated on campus to pursue the (old curriculum), as I call the curriculum that did not include much of the PSI-DL facilities. Can we know the official position of the CRDD on this and can anything be done on the current curriculum, can it be modified to make use of the affordances of ICTs?
Such a move and other ICT-enhanced educational projects can be made sustainable. Perhaps, some strategies need to be developed for eventual adaptation of the two curricula to ensure continuance and sustainability of ICT mediated SHS education. PTA bodies should perhaps form a national coalition of some sort or aid in the development of strong civil society organizations (CSOs) for advocacies on a national platform as well as help the government with regard to the current crisis.
The Mexicans have a strong SHS system, leveraging upon the affordances of ICTs and other innovative platforms to enhance their SHS system. Same can be said of China, the China TV University System(1). With regard to costs, such systems elsewhere have also achieved cost-effectiveness through economies of scale.
Is there equity of access to ICTs in education in Ghana? At least we can agree that quite a considerable number of households in Ghana own either a radio set or TV or both. Nonetheless, we should as a country heed the words of Bikas Sanyal, UNESCO, International Institute for Educational Planning,” Until computers are available at home, a nationwide network of Community Learning Centers should be set up stocked with computer laboratories with broadband access and trained staff to access online distance learning courses”. This indeed is a clarion call we must heed to ensure global competitiveness.
On enhancing access, Ms Tinio alludes to research from Perraton, H. and C. Creed,“Applying New Technologies…”, p. 38-39. …”One exception is the television-based project Telesecundaria… which in 1997-98 was serving over 750,000 junior secondary students in 12,000 centres in Mexico”.( 2)

Thus the services of Instructional Designers can be contracted to help in further gravitation of the other courses or subjects if we want to see to the needs of the remaining batches (2010-2013) of SHS students until they are phased out of the system. The Americans have done this so we can also learn from them. (3)
Specifically of computers and the Internet, Prof. Blurton makes an argument that could apply to other ICTs especially television thus, “[w]hen considering whether ICT is “cost-effective” in educational settings, a definitive conclusion may not be possible for a variety of reasons. However, when considering the alternative of building more physical infrastructure, the cost savings to be realized from sharing resources, and the societal price of not providing access, ICT as a means of enabling teaching and learning appears to be an attractive and necessary alternative.”(4)
Such interventions “are more cost-efficient the larger their audience since the high cost of production is distributed over a larger viewer base while no staff expenditures are made for learner support”(5)


1 In Asia, the 44 radio and TV universities in China (including the China Central Radio and Television University), Universitas Terbuka in Indonesia, and Indira Ghandi National Open University have made extensive use of radio and television, both for direct class teaching and for school broadcasting, to reach more of their respective large populations. For these institutions, broadcasts are often accompanied by printed materials and audio cassettes.
Victoria Tinio, “ICTs IN EDUCATION”, p.14

2 Victoria Tinio, “ICTs IN EDUCATION”, p.19
3 While virtually every educational institution in North America now includes a service department charged with assisting instructors with course development, in all but exceptional cases, these departments have not disrupted the traditional breakdown of roles and responsibilities for course design and development.
4 Blurton, C.,“New Directions of ICT-Use in Education”, p. 24.
5 Victoria Tinio, “ICTs IN EDUCATION”, p.20