The word ‘innovation” has acquired special status in South Africa’s educational vocabulary since the introduction of the outcomes-based education in the late 1990s.
Teachers, most of whom trained and taught during apartheid, have had to learn new rules of the game.
With this new education system, teachers are called upon to search for or explore new and ‘innovative” teaching methods and techniques so that they can remain up to date.
But what is this ‘innovation” that everybody is clamouring for? What does innovation entail? Simply put, the concept calls for teachers to tap into their creative selves as they strive to enrich classroom teaching practices.
Put another way, it means exploring new and refreshing teaching methods to qualitatively enhance the delivery of lessons by using ‘unconventional” and ‘out of the box” ways.
Such new methods should not be seen as an end in themselves but rather as a means to achieve certain key educational objectives. More importantly, whatever innovative approach or technique is adopted, it should be preceded by a study of the needs and situation of one’s learners. It is the accurate analysis of these needs that should inform and dictate the kind of innovative approach to be engaged.
Fortunately, the availability of scientific educational gadgets, ranging from electronic whiteboards to cellphones, computers and ipods, makes things easier for teachers. These gadgets have proven to boost learner participation during lessons and save time.
These gizmos have become a new reality in the world of teaching and learning and there is sufficient evidence that if properly mastered they can yield admirable results. So it means teachers must be proactive and learn more about these new technological offerings.
The need for innovation through the use of these gizmos is underlined by the prioritisation of maths, science and technology as subjects of the future. The department of education has also called on the private sector to help poor schools so that they can be part of the global digital village.
Microsoft South Africa, in partnership with the department, this month held its annual innovative forum awards ceremony in which teachers were invited to enter projects that they deemed would add value to education by the creative use of technology.
The level of participation and the quality of entries submitted showed the significance these teachers attach to innovation. The story of Victor Ngobeni, one of this year’s overall winners, will inspire many teachers. Ngobeni teaches at a school situated in one of the most backward parts of rural Limpopo. But this never deterred him to try his hand in designing a project that won him fabulous prizes including a trip to Finland, Helsinki, where he would represent the country.