20 schools get iPads
Twenty primary, nursery and special needs schools are now more equipped to keep up with technology, thanks to the Khan Academy Mathematics Initiative.
The project, in its second year, has donated iPads that will go to the principals and information technology coordinators at those educational institutions.
The presentation was made at the Ministry of Education this morning.
The brains behind the project, Alex Eiden, explained it was started to provide interactive technology for students to better understand concepts such as fractions.
“I discovered that we needed to eradicate the fear of fractions in the primary schools with content, updated computer labs and improved Internet,” Eiden said.
Now expanded to nursery and special needs schools, the project aims to ensure that “absolutely no one needs to be left out of a solid education, no matter their disabilities or needs”.
Parliamentary Secretary in the Ministry of Education, Science and Technology Senator Harcourt Husbands stressed the importance of students being competent in STEM subjects – Science, Technology, Engineering and Mathematics – from an early age.
“For our young people, the more Science, Technology, Engineering and Mathematics they know, the better their quality of life will be in the future. Most of the jobs available will demand some level of knowledge and competency in those areas. It is a fact of life,” he said.
“The jobs of the future . . . and the better paying jobs will demand even greater knowledge of Science, Technology, Engineering and Mathematics.”
Although acknowledging the importance of technology in the classroom, the former educator held that teachers played a pivotal role in childhood development, regardless of technological advancement.
“There is still considerable work for the teacher in preparation, in motivation, in guiding these young minds. While we welcome the technology, we are mindful that the central role in the education system, in promoting good study habits, good learning habits and competency, especially in science . . . a large part of that is due to the input and the work of teachers.”