Yolande Peter, a finalist in the annual Microsoft Innovative Teachers Forum Awards in 2009, shares the details of her project.
What was your project about?
“The destiny of the beauty of our indigenous herbs” was a project that used technology as a vehicle to teach culture and aesthetic sensitiveness across a range of social contexts. The learners found out about the indigenous herbs used in both their culture and Western cultures to produce the medicines used today; how these herbs were used by their forefathers and how the same herbs are included in modern (allopathic) medicines as ingredients. They explored how science interacts with culture.
Using the skills learned through technology lessons and other classes, the learners were able to develop tools to capture, interpret and display information gathered from community stakeholders and report these findings to different groups.
Through this active learning process of inquiry, information-seeking, action, video processing and reporting, the learners were able to bring their project to life and a small booklet on indigenous herbs was produced.
Reason for the project
In South Africa today, there is a lot of misunderstanding between traditional healers and Western doctors. People forget that they all use herbs. Our young generation should not be confused. They have to explore, analyse and evaluate data and communicate findings on both cultures. They need to value the flora. Herbs are nature’s remedies put there by our creator. There are many career opportunities around knowing the plant as a whole.
This project was to help the learners develop entrepreneurial opportunities. As children from rural settlements, they had to explore education and career opportunities that were culturally and aesthetically sensitive across a range of social contexts.
How will it help the school or community?
The old people who participated in the project felt proud and will value their culture, which will encourage them to pass traditional information on to future generations. At school, the learners who did not participate in the project will use the produced material (booklet) for their scientific research and cultural enrichment as it will be kept in the school’s library when we have one.
Requirements for the project
- All the activities had to be done by learners;
- Research was expected, exploring and evaluating the scientific ideas of past and present cultures, thus accessing knowledge;
- Trips needed to be made to visit certain community members;
- Access to computers, internet connectivity (airtime, because we use a router) were needed;
- Recording devices, such as sound morphers, digital cameras and video cameras were used;
- Software: Ms Office (Word, PowerPoint, Publisher); and
- Movie Maker and media player.
What were the learning outcomes?
Information technology, e-communication: the learners had to apply the creative uses of computer technologies (email) to facilitate electronic communication. They were expected to communicate with epals from Russia through emails to share their information on indigenous herbs. They communicated with group members and teachers within the school through the blog site
Life science: analyse, synthesise and evaluate data and communicate findings.
Learning outcome 2: the learners accessed knowledge through research from the internet and through interviews with community members.
The learners showed an understanding of how life-science knowledge is applied in everyday life.
Learning outcome 3: life sciences, technology, environment and society.
Learners explored and evaluated the scientific ideas of past and present cultures. Learners compared and evaluated the uses and development of resources and products and their impact on the environment and society.
Learners compared the influence of different beliefs, attitudes and values with that of scientific knowledge.
Lessons learned
Electronic communication;
Career opportunities in the world of science because they never knew they could specialise in plants and become better scientists;
Conducting research, developing questionnaires;
Analysing and evaluating data and communicating findings; and
Recording information.
How did you become interested in using ICT?
Today’s children love technology and, as a teacher, I see this as an opportunity to use their subject of excitement for educational purposes. As they do what they enjoy, they learn faster and easier with no pushing from the teacher. As the school is situated in a rural area, most of the learners have little or no knowledge of computers, so I had to make sure that my learners used the available ICT tools to explore the world of technology and also become competitive with learners who have the advantages of being educated in more modern schools.
How do you view the role of ICT in education?
With the use of ICT in education, learners not only develop skills, they also all get involved throughout their learning lives. ICT not only helps the learner, it also makes the teacher’s role easier. E-communication will always develop learners to be the responsible citizens we want them to be. ICT changes the learner’s way of thinking.