Responsible Use of Technology

Filming has never ceased to amaze humankind. It has succeeded in recreating the world around us. It has not only recreated our experience but has also elevated it. Say for example, the Planet Earth shows on BBC. The state-of-art technologies bring before us flora and fauna, which was never visible to the naked eye of the humans. It shows the intricacies of nature, which had seemed very ordinary to us. Film has succeeded in capturing these images and presents it before us with better image and sound quality.

Information and communication technologies (ICT) have taken education to a whole new level. The learning experience has been enhanced by visuals and audio. It makes teaching more easier as difficult concepts are illustrated for better understanding with the help of ICTs.  Pictorial representation helps the children to remember the concepts for a longer time. All the concepts- from the growth of a plant to the formation of rain- can be explained through pictures and videos.  Smart classes have set a new milestone in the process of education.

Even though ICTs have made learning more interesting, it has brought learning more and more confined to the four walls of a classroom. Students sense (through audio and video) and understand most of the concepts within the classroom. These aids provide an elevated sensory perception unmatched to the human level of perception. It leaves no interest in the students to explore about the concepts outside the classrooms. The problem is not just confined to students. Even adults are stuck to the screen of their electronic gadgets. We are no longer excited by our “human” experiences.

School level education mostly deals with ideas and concepts that the students can relate to in real life. Experiences outside the classroom add to the storehouse of their knowledge. Studying plant anatomy involves not just theoretical understanding but also an analysis of a plant from the student’s neighbourhood. This analysis engages all of his/her sensory organs thereby delivering a complete experience. Engagement with outdoor environment also develops the child mentally and physically.

St Andrews Schools brings a perfect balance to ICTs and outdoor learning. The teaching faculty do not fully depend on technological aids. Real life examples, models and samples are made use of in the process of teaching. Frequent field trips help the children acquire experiences for a more holistic development. The school provides separate laboratories for physical and natural sciences. Experiments, under the supervision of lab assistants and teaching faculties, help the children to understand and analyse science. Assignments encourage the children to collect data by referring books, through sample collection or personal interviews. The students’ personal hobbies like leaf collection, stamp/coin collection etc. are appreciated by the school. Science fair conducted by the school provides a discussion platform for students of varied interests. All these activities ensure that the students’ development is not entirely dependent on technology. St Andrews School encourages the students to use ICTs wisely. The school sets an example as it juggles technology and traditional teaching methods.

About the Author

St Andrews

St. Andrews School was established in 1985 to fulfill the vision of its founder, the late Mr. Louis Emanuel. He believed that 'education is a service' and his mission was to instill in young people the value of 'education for life'. Throughout its history, the school has striven to do just that. St. Andrews is committed to strong academic standards and holistic education as demonstrated through an incredible range of extra-curricular and co-curricular activities.

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