CYRIL POTTER COLLEGE OF EDUCATION

EDUCATION DEPARTMANT
ASSESSMENT 2
GROUP RESEARSH AND ORAL PRESENTATION

STEAM: The use of technology can have a transformative power on curriculum

change.

GROUP MEMBERS: Lynden Casey, Trevon Charles, Tasha Ramkarran, Nickacy August,
Azad Deen.
 a. Technology has the potential to act as a catalyst for curriculum change in a number
of ways:

Interactive and immersive learning: Technology can provide interactive and immersive learning
experiences through simulations, virtual reality, and augmented reality. Students can engage in a
more hands-on learning experience, which can make learning more engaging and memorable.
For example, virtual reality simulations can transport students to historical or scientific events
that would otherwise be difficult to recreate in a traditional classroom setting. Augmented reality
can enhance student engagement and understanding by overlaying digital information onto the
physical world (Noorhidawati, 2018).

Technology can allow for more personalized learning experiences, where students can work at
their own pace and access learning materials that are tailored to their individual needs and
interests. Adaptive learning technologies can assess student knowledge and adjust the difficulty
level and content accordingly, ensuring that students are challenged but not overwhelmed.
(Siemens & Baker, 2012).

Collaborative learning: Technology can facilitate collaborative learning by allowing students to

work together on projects and assignments, no matter where they are located. This can help
students develop their teamwork and communication skills, which are essential for success in the
21st century workforce. (Dillenbourg, 1999)

Access to information: Technology can provide students with access to a wealth of information
and resources beyond what is available in traditional textbooks. This can help students develop
critical thinking skills and explore topics in more depth. (Lim, 2004)

Overall, technology can enable educators to create more dynamic and effective learning
experiences, while also providing them with valuable insights into student performance and
learning patterns. By incorporating technology into the curriculum, educators can better prepare
students for the digital world they will encounter beyond the classroom.
Positive influences of access to technology on curriculum changes in the Guyana context
Technology is the application of scientific knowledge.
Having access to technology have created a great change in curriculum. Technology in the
education system enables teachers with various methods and tools to develop their students
understanding and learning skills.
Since every learner is unique in their own way having exposure to technology in classroom allow
students to become more active participants in the learning process. Teachers usually have
difficult captivating learners’ attention when using the chalk and talk method or displaying
pictures from a textbook. However, with the assistance/aid of technology his/her lesson of
focused can be delivered more productively and well organized.

Limitations on changes in curriculum due to lack of access to technology

Lack of access to technology can limit the ability of educators to introduce changes in
curriculum that require the use of technology. It is essential to address this issue to ensure that
students have access to the necessary tools for academic success.
Limited digital resources: Technology is an essential component of modern-day education, and
lack of access to technology can limit the availability of digital resources such as e-books, online
courses, and educational videos.
Limited communication: Technology enables students to communicate with their teachers, peers,
and other educators, and lack of access to technology can limit communication opportunities.
This can affect collaborative learning and participation in online discussions.
Limitations for Guyanese teachers/learners due to lack of access to technology

Limited access to information: without access to technology, teachers and learners may have
limited access to up-to-date information, research and educational resources. This can result in a
less engaging and less effective learning experience, and may also make it difficult for teachers
to stay u to date with the latest teaching methodologies and practices.

Restricted learning opportunities: with the rise of online education, lack of access to technology
can limit learners and other distance learning opportunities. This can be particularly problematic
for learners in remote or rural areas who may not have access to a physical classroom.

Poor digital literacy: without access to technology, students may not develop the digital literacy
skills necessary for the modern workforce, this can put them at a disadvantage in the job market,
where digital literacy is becoming increasingly important.

Inequality: lack of access to technology can exacerbate existing inequalities in Guyana’s

education system with students from disadvantaged backgrounds and rural areas having less
access to technology than their peers in more affluent areas.

Limited collaboration: technology allows for collaboration and communication beyond the
physical classroom. Without it, learners may miss out on the benefits of group work, peer-to-peer
learning and networking opportunities.
 b. Measures taken by stakeholders in education to remedy the challenges of inequal
access of technology by all Guyanese learners

In recent years, there have been efforts by Guyanese education stakeholders to address the issue
of unequal access to technology resources for learners. Some of the measures taken include
providing technology resources such as laptops, tablets, and internet connectivity to schools in
remote and underserved areas. (Guyana Chronicle, 2021).

The Stakeholder Engagement Plan for the Education Recovery and Transformation Project
(ERTP)
in Guyana, published in July 2022, outlines the government's plans to invest in technology
infrastructure and digital resources to support remote and blended learning. The plan highlights
the importance of utilizing technology to support teaching and learning in Guyana's education
system, especially in light of the COVID-19 pandemic, which has disrupted traditional teaching
and learning methods (Ministry of Education, 2022). To achieve this goal, the ETRP aims to
provide access to digital resources and technology infrastructure for schools across Guyana. This
will involve the deployment of computer labs and other digital devices, such as tablets and
laptops, to support remote learning. The project also aims to provide internet connectivity to
schools, especially those in remote and underserved areas, to ensure that learners can access
digital resources and participate in online learning (Ministry of Education, 2022).

Another critical aspect of the ERTP is the focus on improving digital literacy among teachers
and students. The plan aims to provide training and support to teachers to enable them to
integrate technology into their teaching methods effectively. This will include training on the use
of digital tools and resources to support teaching and learning and to improve the delivery of
remote and blended learning (Ministry of Education, 2022).
Furthermore, the ERTP will also focus on improving digital literacy among students. This will
involve providing training and support to help students develop digital skills and competencies
that are essential for the 21st-century workforce. Through this effort, the government aims to
bridge the digital divide and ensure that all Guyanese learners have access to the technology and
digital resources they need to succeed in their studies and in their future careers (Ministry of
Education, 2022).

c. Team’s solid recommendations for equal access to technology for all Guyanese.

Expand broadband internet infrastructure

Expanding broadband internet infrastructure is a critical step towards ensuring equal access to
technology for all Guyanese. According to a report by the World Bank (2018), only 37% of the
population in Guyana has access to the internet, and the majority of those who do have access
live in urban areas. To address this issue, the government can invest in building new
infrastructure, such as laying fiber optic cables, and upgrading existing infrastructure to increase
access to high-speed internet in rural areas.
Furthermore, a study conducted by the Inter-American Development Bank (IDB) (2019) found
that expanding broadband internet infrastructure in Latin America and the Caribbean can have a
positive impact on economic growth and job creation. Therefore, investing in broadband
infrastructure can not only improve access to technology but also benefit the overall economy of
Guyana .

Increase affordability of devices and services

The cost of technology devices and services can be a barrier to access for many Guyanese,
especially those living in poverty. Therefore, it is essential to increase the affordability of
technology to ensure equal access for all. One way to do this is by providing subsidies or
discounts on devices and internet service plans. For example, the government could work with
private companies to provide discounts to low-income households or offer subsidies for
technology purchases (International Telecommunication Union, 2019).
 d. Teams vision for a 21st century curriculum that is premised on advances in
technology

Our team envisions a 21st-century curriculum that places a strong emphasis on advanced
technology and digital literacy. The curriculum will not only include traditional methods of
learning but incorporates technology to extend interaction beyond the classroom. We believe that
technology should be integrated into every subject area, with a particular focus on developing
skills in coding, data analysis, and robotics.
In addition to technological skills, we also recognize the importance of soft skills such as
collaboration, critical thinking, and creativity.
We aim to work closely with educators and technology experts to develop innovative approaches
that enhance learning outcomes and provide teachers with the support they need to effectively
integrate technology into their classrooms. Ultimately, our goal is to prepare students for success
in a rapidly changing world by equipping them with the skills and competencies required to
thrive in an increasingly digital and globalized society.
References

Guyana Chronicle. (2021, February 22). E-education in Guyana: What’s being done? Retrieved
fromhttps://guyanachronicle.com

Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches.

Advances in learning and instruction series. Elsevier Science. https://doi.org/10.1016/S0166-
4115(99)80016-0

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends, 48(4), 16-23.
https://doi.org/10.1007/BF02763477

Ministry of Education. (2022). Stakeholder engagement plan: Education recovery and

transformation project.
https://education.gov.gy/web2/images/stories/Reports/Stakeholder_Engagement_Plan_ERP_July
_2022.pdf

Noorhidawati, A. (2018). The impact of augmented reality and virtual reality in e-learning.
Journal of Engineering and Applied Sciences, 13(17), 7233-7238.
https://doi.org/10.36478/jeasci.2018.7233.7238

Siemens, G., & Baker, R. S. (2012). Learning analytics and educational data mining: Towards
communication and collaboration. In Proceedings of the 2nd International Conference on
Learning Analytics and Knowledge (pp. 252-254). ACM.
https://doi.org/10.1145/2330601.2330666

Inter-American Development Bank. (2019). Broadband infrastructure and economic growth: A

synthesis of international evidence.
https://publications.iadb.org/publications/english/document/Broadband-Infrastructure-and-
Economic-Growth-A-Synthesis-of-International-Evidence.pdf

International Telecommunication Union. (2019). Measuring digital development: Facts and

figures 2019. https://www.itu.int/en/ITU-D/Statistics/Documents/facts/FactsFigures2019.pdf

World Bank. (2018). Guyana country profile.

https://databank.worldbank.org/data/download/site-content/OGHIST.xls