Fairlands Laerskool, is a government primary school based in Johannesburg, South Africa. Under the guidance of the SGB and IT manager they implemented CLEVERTOUCH displays into their classrooms in 2019.
The school is currently using the CLEVERTOUCH V Series Displays in their Maths and Science classrooms.
The classrooms had a mixture of interactive whiteboards and standard whiteboards. The cost of the projector globes and the annual license fees of the software being used, as well as the cost of teacher laptops, became too expensive to maintain. Hence, they looked for an alternative solution.
“We chose CLEVERTOUCH because it is an all-in-one solution. With the built in android device, teachers do not require anything else to teach. Teachers are able to walk into the classroom and teach immediately. We researched many other solutions and this was the most cost effective and easiest to use solution,” says Francois Pienaar, IT Manager.
Check out how the teachers are using CLEVERTOUCH in their classroom – click HERE
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Lessons are typically conducted in classrooms. Some teachers take their learners on field trips or find other innovative ways of teaching outside of the classroom, but this happens only on occasion. In most cases it is not practical to have a lesson outside the classroom. The downside of a lesson constrained by the four walls of the classroom is that when the learners leave the room, the lesson is over.
Cell phones can be used to let the lesson continue outside of the classroom. Activities and content can be given for leaners to engage with after they leave the classroom. This means that the classroom is now expanded to the homes of learners, or even to the transport that the learners will use travelling between their homes and school. When learners cannot be taken on field trips, or when they need be educated about other parts of the globe, a cell phone can be used to give them a glimpse into those aspects.
When learners cannot come to school owing to sickness, or when civil unrest prevents them from moving around freely, we can use their cell phones to put the classroom in their homes.
Using cell phones outside of the classroom can enhance any
lesson, but it would be particularly useful when a school has a strict no cell
phone policy, or where the use of cell phones is prohibited in the
classroom. Despite the restrictions,
teachers can still expand the walls of their classroom by letting the learners
use their devices for learning outside of the classroom.
One of the biggest tragedies of technology in education is the huge number of unused devices in schools and other institutions throughout the country. These technologies were procured at great cost to the organization, or they have been donated. Regardless of its source, technologies that are not optimally used do not add any value.
So the question is: is the technology in your school an add-in or an add-on?
To make the difference clear, let’s use an example form your home. In most kitchens a stove can be regarded as an add-in – it is such an integral part of what you do in a kitchen that you can hardly imagine one without a cooking surface. But an electric cake mixer is seen by some as an add-on – it is nice to have, but not used all the time and you can do without it. Of course, unless you are a passionate baker – in that case the electric cake mixer is an add-in for you.
The point of the analogy is that when a piece of equipment is not an essential part of your normal operations, it is an add-on. When you elevate its use to a level where it is part of what you’re doing every day, it becomes an add-in.
Rather than having a room full of add-ons technologies, which are seldom – or never – used, it is better to have only one, or a few, technologies with which you are comfortable and that you can use to enhance your lessons.
ADESSA members are keen to assist educators make sure that technologies procured from them are not mere add-ons.