CAPE Caribbean Studies Unit 2. This can provide guidelines as to what should be expected of your SBA.

1. Name: Raheme Matthie
School: Oberlin High
Candidate #: 100086
Centre #: 100086
Year: 2014
Territory: Jamaica
Teacher: Miss R. Swaby
Date Submitted: April 24, 2014
Theme: Technology and Globalisation
Topic: To assess the degree to which the rapid emergence of new technology has influenced the
learning process of teachers and students alike at the Oberlin High school, and how this
technology is currently being adopted by individuals.

2. TABLE OF CONTENT
Page Title Page Number
Acknowledgement 1
Introduction
Background 2
Purpose of Study 3
Terms used in Study 3
Literature Review 4-5
Data Collection Sources 6-7
Presentation and Analysis of Data
Presentation of Data 8-14
Analysis of Data 15-17
Discussion of Findings 18-19
Conclusion, Limitations of the Research, Recommendations
Conclusion 20
Limitations 20
Recommendations 21

3. ACKNOWLDEMENT
The successful completion of this research would not have been possible without the assistance
and cooperation of my family members and friends; as a result I’d like to convey my heartfelt
appreciation to my Mother, Geraldine Johnson whom has given me reinsurance in terms of
material needed and for her motivational remarks. I would like to praise the Almighty God for
good health and strength that was necessary for me to toil through the nights to complete this
study. Thanks goes out my friends and the classmates who also had a great input in doing this
research. THANK YOU!

5. INTRODUCTION
Problem Statement: To assess the degree to which the rapid emergence of new technology has
influenced the learning process of teachers and students alike at the Oberlin High school, and how
this technology is currently being adopted by individuals.
Background
Advancements in Technology have impacted many aspects of society and education in particular
is no different. As such, in conducting the CAPE Caribbean Studies School Based Assessment
(SBA), the researcher has chosen to “Assess the degree to which the rapid emergence of new
technology has influenced the learning process of teachers and students alike at the Oberlin High
school, and how this technology is currently being adopted by individuals.”
Since Technology has become so widespread and has captivated the school environme nt
by such an extent, it is in my interest to carry out this research as a way of gaining knowledge
about the developments at hand and also to keep current with these developments and educate
students, teachers and parents alike; consequently there are numerous reports about students
abusing the available technology for personal gain.

6. Purpose of study
This assessment is geared towards the development of critical skills and abilities needed to
continue my studies. It plays an integral part of my assessment and is needed as a key asset in
order to successfully complete the CAPE Caribbean Studies course.
Terms used in the study:
Technology: The application of knowledge, devices, machines and techniques for manufacturing
and productivity processes.
Education: Defined as the acquisition of knowledge and the learning of skills, whether
Assessment: A method of evaluating something based on an understanding of the situation
Globalization: The worldwide integration and development among people, companies and
governments which is predominantly aided by information technology.

7. LITERATURE REVIEW
Over the years we have seen that the introduction of technology in schools have played a major
role in contributing to the overall productivity and quality of the education sector. Technology can
be defined as the study, development and application of devices, machines and techniques for
manufacturing and productivity processes.
Globalisation of technology at the Oberlin High school began in the late 1980’s about 40 years
after the establishment of the institution. It saw the introduction of the typewriter as a means of
getting information on hardcopy; then over the years this technology progressed to more efficient
and reliable devices (such as the desktop computer, printers and projector) to improve the teaching
– learning process. Oberlin High – Handbook 2010 & The Paragon
Minister of State in the Ministry of Science, Technology, Energy and Mining, Julian
Robinson 2012 said at a technology workshop that students should be trained to “become
innovators rather than mere manipulators of technology,” he further urged teachers to use the
technology efficiently, to enhance learning in the classroom. He revealed that the government will
be introducing new technologies in classrooms, under the E-Learning Programme, and said that,
“Investing in Information Communication Technologies (ICT) is the most important thing Jamaica
can do at this time.” Mr. Robinson also noted that the use of this new technology is a way of
levelling the playing field, in terms of students from lower class social backgrounds having the
opportunity to access the technology, go online and conduct researches; hence helping them to be
on par with the more affluent students.

8. The State Minister said technology will help prepare students for the future; and, therefore,
schools should ensure that students, particularly those from lower socio-economic groups, are
equipped with the confidence and skills to use the technology that is available to them.
According to an article taken from the Jamaica Gleaner January 25, 2015, The minister
of education, Rev Ronald Thwaites, said that the proper incorporation of technology into our
learning systems will herald the dawning of a new era in Jamaica. He further stated that if the
vision of incorporating technology in all schools can be adequately grasped, the challenges faced
by both educators and students will be dramatically lessened. In saying this Rev Thwaites along
with the minister of science, technology, energy and mining, Phillip Paulwell, have taken a first
step with the implementation of the Tablets in Schools pilot project, as a means of enabling
students from all backgrounds to have a chance in gaining access to the internet and helping with
the transfer of information via technology. He went on of the notion to disabuse persons that
technological integration is limited to that. Rather, it involves a seamless integration of many
other facets of learning; hence making the process an easier one.
The Article further discussed that having placed so many diverse students with various
learning methods together, there is the grand expectation that all should conform to one teaching
style and do equally well.

9. DATA COLLECTION SOURCES
In order for the researcher to gather appropriate information regarding the current topic at
the Oberlin High school, the use of several fact finding techniques would have to be utilized in the
attempt to collect and compile data. The techniques used entails:
Questionnaire (Primary Source)
Questionnaires are a list of questions, usually printed and submitted to a select number of
people for replies in order to collect statistical information. Using a questionnaire is inexpensive,
it guarantees anonymity and can be applicable over a large number of people. A total of 50
questionnaires were distributed to Students, hence 2 different questionnaires had to be made. The
first comprising of 13 questions in total; intended for students. The second, total of 20
questionnaires comprised of 7 closed-ended questions were distributed; intended for teachers.
These questionnaires were issued to teachers and students; they were fully completed and
collected few days after issue. The questionnaire was not age specific but it was geared more
toward persons of the upper school as they are thought to be exposed in the school environment
the longest.
Observation (Primary Source)
Observation seeks to answer questions by either participant or non-participant
observations. The approached used was participant observation in which the observer becomes
involved in the situation but the respondents does not know. Observation allows for a high return
of data as this is collected directly from the source. The observation was carried out in a number
of classes ranging from grades 13 to 9, where the researcher observed the different uses and how

10. well different technological devices are integrated within the classroom environs by both teachers
and students.
News Paper articles (Secondary Source)
Secondary sources of data collection are described as data that already exists. Secondary
sources involve a generalization, analysis and interpretation of the original information.
Newspaper articles used in the research are found in the Literature Review. Also a visit to the
library was undertaken to acquire information from journal articles and various related books.
These provide background information, (info that helps to further explain) the topic being
investigated.
All these sources helped the researcher to gather information required for the study at hand and
will further contribute to the researcher gaining additional knowledge and an initial hands-on
understanding of the research topic.

12. PRESENTAION OF DATA
Figure1.
1st form
8%
2nd form
8%
3rd form
10%
4th form
24%
5th form
30%
6th form
20%
PIE CHART SHOWING # OF RESPONDENTS FROM EACH
GRADE

13. Figure 2.
15%
25%
50%
10%
0%
10%
20%
30%
40%
50%
60%
Almost Always Usually Sometime Never
GRAPH SHOWING THE EXTENT TO WHICH TEACHERS USE
ELECTRONIC TOOLS IN TEACHING

14. Figure3.
85%
15%
0%
PIE CHART SHOWING IMPORTANCE OF TECHNOLOGY TO
TEACHERS
Extremely Important Moderately Important Not Important

15. TABLE SHOWING TECHNOLOGICAL DEVICES THAT TEACHERS
FREQUENTLY USE
Table1.
TABLE SHOWING RESPONDENTS ANSWERS ON WHETHER USING
TECHNOLOGICAL DEVICES ENHANCED THE LEARNING PROCESS
Table2.
Device Percentage amount
Other 5%
Multimedia Projectors 25%
The Internet 10%
Computers 30%
Multimedia Speakers 25%
Smart-boards 0%
Tablets 5%
Vote Percentage Amount
Strongly Agree 46%
Agree 30%
Strongly Disagree 14%
Disagree 10%

16. Figure4.
0% 5% 10% 15% 20% 25% 30% 35%
Watch online videos
School work
Browse the web
Playing games
Social Media
GRAPH SHOWING THE VARIOUS USES OF COMPUTERS BY
STUDENTS

17. Figure5.
35%
55%
10%
CHART SHOWING STUDENTS REPONSE ON WHETHER THEIR
TEACHERS GAVE ASSIGNMENTS WHICH REQUIRE THE USE
OF COMPUTER/TECHNOLOGICAL DEVICES
Everytime Sometime Never

18. STUDENTS AND TEACHERS RESPONSES ON IF THEY THINK THE
INTEGRATION OF TECHNOLOGY WILL ALLOW FOR A MORE ENHANCED
LEARNING PROCESS, RESPECTIVELY
Answers Percentage Amount
Yes-Greatly 96%
No 4%
Table3.
Table4.
Answers Percentage Amount
Yes-Greatly 85%
No 15%

19. ANALYSIS OF DATA
In doing my survey of the Oberlin High School as highlighted in Figure 1, out of 50 persons, 4
accounted for 8% of respondents from 1st form (grade 7). Another 4 persons from 2nd form
(grade 8) accounting for an additional 8%. These grades including 3rd form and 4-th form added to
the lesser minority of respondents. This was as a results of the research being more fitted for
those of the upper school body as they were thought to have been exposed in the school
environment for a much more extended time. The following grades yielded the most set of
respondents, majority from the upper school; 4th form (grade 9), 5th form (grade 10) and 66th form
(grades 12 &13), 12 persons, 15 persons and 10 persons respectively.
Moreover the extent to which teachers used electronic tools when teaching was measured
and this data was presented in Figure2. The data illustrated that 50% (10 persons) responded
saying that their teachers only used electronic devices sometime when teaching. This could be as
a result of them not using the device in a particular class or at a particular time, hence, they
would only use it when it is necessary. 25% (5 persons) responded that usually, which may be
influenced by an availability of resources. There may be a limited number of devices provided.
Additionally, of all the respondents 15% (3 persons), responded almost always. This response
may be influenced by the fact that some classes rely particularly on the use of Information
Technology. Lastly 10% (2 person) – the minority replied that their teachers never used any form
of technology within their classes, which could be because some teachers are reluctant to change
their approach. Furthermore some may not see the need for technology within their classes.
Likewise, utilizing technology as a medium in the learning process; a question was created to
measure the importance of this technology to teachers. Figure 3 portrays the results of this

20. question where 85% accounting for the majority of responders (17 persons) say that the use of
technology is extremely important to them. As they see that this technology is beneficial in the
learning process. 15% or (3 persons) said that it is moderately important, which means they see
the reason for using it, but not to an excessive amount compared to those who responded it is
extremely important to them. Finally there were no respondents answering that technology is not
important to them. Concluding that all teachers agree that the use of technology is of some
importance to them.
In conjunction with the teachers having a good feedback towards whether the use of
technology was important to them. There was an investigation carried out to measure the
different technological devices that were frequently used by such teachers. Table 1 presents this
information. Of the study 25% (5 persons) responded that they use multimedia projectors. This
may be, because teachers find projectors as the most efficient devices to use in presenting the
lesson, it is easily accessible and easy to setup. Additionally, many teachers gravitate towards the
use of PowerPoint presentations and other. Equalling with projectors, teachers use Multimedia
Speakers as an aid in teaching to transmit audio to students. Different forms of media are better
presented using speakers, such as novels, poems etc. Moreover the use of computers during class
sessions had the greatest number of tallies. Accounting for 30% (6 persons), who responded that
they used computers the most in presenting to students.
On the other hand a question was asked to students on whether using technological
devices enhanced the learning process. Table 2 represents this info; of all the respondents the
majority - 46% (23 persons) replied that they strongly agree that the use of technology has
enhanced the learning process. Reason being, when teachers add variety to their teaching,
students are most likely to cooperate and are motivated to come to classes. 30% adding up to (15

21. persons) say that they agree, as technology in learning encourages them and makes classes fun
and intuitive. On the other hand 14% (7 persons) say that they strongly disagree along with 10%
(5 persons) just disagreeing with technology enhancing the learning process. They view that the
technology is a distraction in schools.
On the contrary, the various uses of the computers by students was noted and presented in
Figure 4. Of the respondents the majority 32% (16 persons) stated they used the computers for
social media purposes. This may be due to the fact that many aren’t properly supervised and tend
to stray when using the computers. The second highest count 28% (14 persons) are more
studious and use the computers to do school work. 16% (8 students) say they use the computers
to browse the web. 14% (7 students) stated they use the computer to play games and 10%
accounting for (5 persons) say they use the computers for video purposes.
Different from the various uses of computers, it had to be measured if teachers handed
out assignments that require the use of technology. Represented in Figure 5, 55% totalling (11
Teachers) answered saying that they sometimes hand out assignments that require the use of
technology. 35% (7 Teachers) stated they hand out such assignments every time. And 10% (2
Teachers) accounted for those who don’t hand out such assignments.
The final question analysed is to record respondents answers on whether they think the
integration of technology will allow for a more enhanced learning process. Portrayed in both
Figures 4 & 5. Students were asked (Figure 5) of all 96% (48) alike the teachers 85% (17) said
that technology will definitely enhance the learning process while an opposed 4% (2 Students)
and 15% (3 Teachers) said they don’t think introducing technology will enhance anything.

22. DISCUSSION OF FINDINGS
In conducting the following research, it is the research’s purpose to assess the degree to which
the rapid emergence of new technology has influenced the learning process of teachers and
students alike at the Oberlin High school.
As the research was much geared toward technology and globalization, the researcher has
noticed that many respondents from the area are in fact aware of the developing technologies that
are seemingly coming into the school and many have also taken the approach to acquaint
themselves with such technology which was depicted in Figure 2, as many teacher say
sometimes use technological aids in teaching to make the learning process a more effective,
intuitive and overall better experience.
The Minister of State in the Ministry of Science, Technology, Energy and Mining, Julian
Robinson urged teachers to use the technology efficiently, to enhance learning in the classroom.
He revealed that the government will be introducing new technologies in classrooms, under the
E-Learning Programme. The research conducted confirms that the plan by the government to
assist schools through the E-Learning Programme is clearly coming into effect. Table 1
portrayed the results where many teachers are gravitating toward the availability of technological
devices, whether computers, multimedia projects etc.
The Oberlin High school is a co-ed high school built in the rural hills of St. Andrew,
Jamaica. The school haven’t seem much developments taking place, so with the integration of
programmes such as the (Tablets in Schools and the E-Learning programme), it has allowed for
the efficient distribution of technological devices which are of great significance as the school

23. seeks to make this technology available to everyone. But alongside its benefits technology within
the school also has its negative effects. Figure 4 shows that the greater percentage of students use
the computers provided to do acts other than what the computers were generally intended for. An
intention of the research was aimed at acquiring knowledge on this issue, many seem defocused
when not properly supervised and become easily distracted by other factors that cause them to
stray even when they have work to get done.
According to an article taken from the Jamaica Gleaner January 25, 2015, The minister
of education, Rev Ronald Thwaites, said stated that if the vision of incorporating technology in
all schools can be adequately grasped, the challenges faced by both educators and students will
be dramatically lessened. This statement is entirely true as observed in the research as a number
of questions were asked surrounding this statement. The majority of respondents say that the
introduction of technology has significantly enhanced the learning process (both teachers and
students). The statement said by Mr. Thwaites was reinforced here when most teachers and
students say that they use technology almost daily as many teachers say sometimes and others
saying they always incorporate technology when teaching (Figure 5).

25. CONCLUSION
Ultimately, as can be seen by the research carried out, the researcher is able to conclude that it is
clear that the integration of technology within Oberlin High school has played a significant role
in aiding both teachers and students alike. With the proper use of this technology teachers along
with students have seen an improvement within the education sector, hence this integration
allows for a more enhanced learning process for both parties. Additionally adding to the fact that
technology has become a vital part of the classroom today and without it many achievements
might not have been met.
LIMITATIONS
In ascertaining information for the research a number of challenges were met. Particularly
electronically:
 There was an instance in which I couldn’t gather any printed news articles on the theme,
because of an unavailability of those copies.
 Also there were power outages which rendered me useless to gather any information
from the internet; moreover the frequent loss of internet connection contributed to the
problems faced.


26. RECOMMENDATIONS
Necessary action should be taken to ensure that all students and educators have proper access to
different technological devices, thus closing the gap between the availability of these devices to
only a select few. If all are able to make use of the vast amounts of technological aids, surely it
will see an enormous improvement with regards to teaching and learning.

27. BIBLIOGRAPHY
jnbs_admin. (2012, 1 22). Technology will Promote Equity in Education. Retrieved from Jamaica
National Building Society: http://www.jnbs.com
Cleaver, S. (2014, 9 24). Technology in the Classroom: Helpful or Harmful? Retrieved from
education.com: http://www.education.com/magazine/article/effective-technology-
teaching-child/
Mullings, D. (2012, 11 25). Innovative use of technology to enhance education. Retrieved from
Jamaica Observer : http://www.jamaicaobserver.com/
Oberlin High. (1976). The Paragon. KIngston: Oberlin High School.
Oberlin High. (2010). Oberlin High Student Handbook. Kingston: Oberlin High.
Sociology Themes and Perspectives. (2004). London: HarperCollins Publishers Ltd.
Witter, M. (2015, 1 25). Let Technology Lead Way In Education. Retrieved from The Jamaica
Gleaner Company Ltd: http://jamaica-gleaner.com/

28. APPENDIX
Questionnaire #1
The following questionnaire is used as a method of collecting data from students.
This Information is necessary as it aids in the survey that is being conducted as an assignment for
my CAPE Caribbean Studies SBA.
Please place a tick in the box according to your answer.
1. Gender
Male Female
2. Grade
1st form 2nd form 3rd form 4th form 5th form 6th from
3. Do your teachers use technology in teaching the lesson?
All the time Most of the time Sometime Not at all
4. What are some of the technological devices that your teachers use?
Multimedia Projectors The Internet Computers
Tablets Speakers Smart-boards
Other
5. Does the use of these devices enhance the learning process?
Strongly Agree Agree Strongly Disagree Disagree
6. Do you have computer access at school?
Yes No

29. 7. Do you have internet access at school?
Yes No
8. What do you use the internet to do?
Watch online videos Browse the web Social Media
School work Playing games
9. Do your teachers provide (daily or weekly) assignments that require the use of
computer applications such as spreadsheets, databases, Internet use)?
Every time Sometime Never
10. Does the involvement of technology with-in the school motivates you to be more
involved in the learning activities?
Strongly Agree Agree Strongly Disagree Disagree
11. With the introduction of technology…
I. Do your teachers allow you to use devices such as Laptops, smart phones and tablets
in class?
Not at all To some extent During specific classes Yes
II. Do your teachers provide different technological incentives for those who don’t have
access to the technology, such as access to the Internet, computers and presentation
material?
Yes No
12. Do you think the integration of technology will allow for a more enhanced learning
process?
Yes-Greatly No
Figure1.

30. Figure2.
Questionnaire #2
The following questionnaire is used as a method of collecting data from teachers.
This Information is necessary as aids in the survey that is being conducted as an assignment for
my CAPE Caribbean Studies SBA.
Please place a tick in the box according to your answer.
1. As an educator, do you integrate the emerging technology in your class sessions?
Yes I do No I don’t
2. If no, please state why
3. To what extent do you now use any kind of electronic tools when teaching?
Almost always Usually Sometimes Almost never
4. If you use electronic tools, how important are they in helping your students to learn the
content?
Extremely important Moderately important Not important at all
5. What are the benefits you observe, which technology provides?
Enhances student learning Enhances my professional development
Accommodates students with different learning styles
Motivates students to get more involved All Mentioned
6. During class sessions do you plan computer related activities?
Always Never Sometime
7. Do you think the integration of technology will allow for a more enhanced learning
process?
Yes-Greatly No

31. GLEANER ARTICLES
Let Technology Lead Way In Education
Published:Sunday| January 25, 2015
Meleisa Witter,Guest Columnist
The merger of education and innovation in this decade as the standard modus operandi is, without
contradiction, one of the most important things the ministry taskedwith educating the populace can do.
With the emergence of avant-garde software and technologies aimed atbringing information alive,traditional
teaching and brick-and-mortar structures mayremain importantonlyfor two main reasons,namely,to aid with
encouraging an organised wayof doing things,and providing a relatively safe place for youngsters to be while
guardians go offto work.
Our minister ofeducation,Rev Ronald Thwaites,and the minister ofscience,technology,energy and minin g,Phillip
Paulwell,have taken a first step with the implementation ofthe Tablets in Schools pilotproject. But I wish to disabuse
anyone so inclined ofthe notion that technological integration is limited to that. Rather, it mustinvolve a seamless
integration of manyother facets of learning thatrelate to a transfer of information via technology.
The proper incorporation oftechnological integration into our learning systems will herald the dawning ofa new era in
Jamaica.If the vision can be adequatelygrasped and the synergies created to move this initiative forward, the
challenges faced byboth educators and students will be dramaticallylessened.
Both teaching and learning are now hugely relianton setfactors, the main one being the ability of the individual
teacher to transfer data in a way that is understood by a variety of students.And often the lamentis heard thatso
many children are failing when,in reality, we should be shocked thatso manyare doing well.
The simple reason for this seeminglybackward statementis that,having placed so manydiverse students with
various learning methods together,there is the grand expectation that all should conform to one teaching style and do
equallywell. The experts will tell us that there are many differentlearning styles and it is to the credit of many
students thatthey actually adapt themselves to the traditional educational system enough to getpassing grades.

32. Virtual reality
So what difference will technological integration make? Several, ideally.With this system of learning,the education
process will become fun,interesting and more readilyreceived by students.Virtual reality will render certain aspects
of science,such as atoms,minute cells,bacteria and other microscopic elements,as tangible.No longer are they just
mental constructs thatrequire imaginative minds to comprehend,butthey can now be easilypresented in 3 -D format,
in live and living colour for the students to interface with.
Virtual tours of myriad facilities,institutions and other places relevantto learning can be done very easily,expanding
students'working knowledge ofthese places.
Learning would become much more hands-on and interactive.Games,podcasts,videos and instructional white (or
black) boards would be readily received by most,if not all, students.Additionally,a technologicallyintegrated platform
allows for an uber extensive range of information,literallyat the fingertips,encouraging lateral leaning,which will
resultin more rounded education. And this is justscratching the surface of the possibilities.
So if this sounds all exciting,why is it not the reality? There are hurdles.A major one is the costof this technology.It
would costthe Ministry of Education millions and millions ofdollars to implementsuch a system effectively.
Maintenance of the technological infrastructure can be both time-consuming and costly,and creation of suitable
content is likewise very time-consuming and hugelyexpensive.A solution is private organisations that have this
vision to bring this about. And we do believe it will happen sometime over the next decade.
For the thinking person,however, some other things should also become obvious quite readily;namely,that the
prevalence of teachers in the classroom will diminish.There will be much less work for teachers as students will now
be able to access information in a structured way withouttheir input.The really serious students can now be days or
weeks ahead ofthe curriculum and challenges can be resolved rightthere online with virtual teachers and other
online resources.Teachers would be advised to starttraining in other areas,as their jobs will become obsolete.
I recently completed a course of study in Canada withouteven reaching the Jamaican airport. It was all done online.I
toured numerous publishing houses in Canada,interfaced with book stores and other publishing and distribution
houses,hosted sales conferences,and did group projects with people whose physical appearances Idon't even
know. I conducted tests and exams and participated fully in my group projects withoutleaving the comfortof home.

33. And so I was very sad when I read the article in The Gleaner that carried the results ofthe survey conducted by the
Centre for Leadership and Governmentat the University of the West Indies,which found that almosthalfof young
Jamaicans would be willing to give up their citizenship to live in another country, as they do not find that the country's
affairs are being managed effectively to give them any confidence for a better future here.
I may be wrong, but the results show a lack of far-sightedness ofthe future generation.Jamaica is far from perfect,
which is one of the reasons itis still listed as a Third World country. But this lack of confidence in even their own
ability to stem the tide of whatthey view as the mishandling ofnational affairs is alarming.
The world is flat
The innovative young people will be depended upon to drive this technological integration and provide the new wave
for the future. Young Jamaicans have the potential to do greatthings righthere in Jamaica.The world is opening up,
or as Thomas Friedman putit,"The world is flat." And it gets flatter every day.
I recently had the distinctpleasure ofbeing in a meeting with Roberto Trujillo of TruBios Commercialization (Mexico &
US) and Dr Henry Lowe of Bio-Tech RDI and was simplyamazed atthe thought processes ofthese two older
persons who had this clear vision of a future where biotechnologywas a main driver and science and innovation were
commonplace mechanisms for learning,wealth creation,health and medical systems,and everyday life. The sooner
we embrace these concepts and teach them to the young ones,the sooner the nation will be a more inviting place to
live.
Our constantreliance on sea,sun and sand as a main income earner mustbecome a thing of the pastif Jamaica is
to truly see the back of its huge debtburden.It is obvious that the need to startteaching our people aboutthe beauty
of science,technologyand innovation is at the youngeststage possible and there is no better way to do it than
through technological integration.One thing is for certain: While learning is always fun for some,with technological
integration,it will be fun for all.
“Technology will Promote Equity in Education,” Julian Robinson

34. ← “Maintain Tyres for Secure Driving,” JAA Urges | Nina Chang heads JN Catherine Hall Location →
Posted on January 22, 2012 by jnbs_admin
Julian Robinson, Minister of State in the Ministry of Science, Technology, Energy and Mining, makes
a point to Dr. Renee Rattray, Programme Manager at the Mutual Building Societies Foundation
(MBSF) at a Science Technology workshop held at the Christar Villas Hotel in St. Andrew, Thursday,
January 19. The workshop was organised by the MBSF for Science and Information Technology
teachers from schools under the MBSF’s Centres of Excellence programme. Also, listening is Peter
Reid (left), Senior Vice President and Chief Operations Officer at The Victoria Mutual Building
Society (VMBS) and Wendell Smith, Assistant General Manager, Management Information, Systems
and Operations at the Jamaica National Building Society (JNBS). The MBSF was formed by VMBS
and JNBS in 2008 to improve the educational output of six rural high schools under the Centres of
Excellence programme.
Minister of State in the Ministry of Science, Technology, Energy and Mining, Julian Robinson, says
more needs to be done to promote equity across the educational system.
Making his first public address at a Science and Technology Workshop organised by the Mutual
Building Societies Foundation (MBSF), under its Centres of Excellence programme, late last
week, Mr. Robinson said the Jamaican educational system bore similarities to an apartheid system.
“We have to find a way in the country to level the playing field, because it can’t be that the
circumstances of where you were born, and where you were raised, allows you to end up in a
particular type of school…and you end up with a second rate education,” he told teachers from the
six rural-based Centres of Excellence schools at the function.
“The use of technology is one way of levelling the playing field. The kid from the inner city, who has
access to technology and can go online and do research, can be on par, certainly in terms of
access, with the more affluent student. That is clearly what we have to do as a Government,” Mr.
Robinson said.

35. The State Minister said technology will help prepare students for the future; and, therefore, schools
should ensure that students, particularly those from lower socio-economic groups, are equipped with
the confidence and skills to use the technology.
He revealed that the government will be introducing new technologies in classrooms, under the E-
Learning Programme, and said that, “Investing in Information Communication Technologies (ICT)
is the most important thing Jamaica can do at this time.”
Mr. Robinson proposed that students should be trained to “become innovators rather than mere
manipulators of technology,” and he urged teachers to use the technology efficiently, to enhance
learning in the classroom.
Peter Reid, Senior Vice President and Chief Operations Officer at Victoria Mutual Building Society
(VMBS), said Science and Technology is the foundation on which the Jamaican economy will grow;
and, therefore, more has to be done to promote a culture of science and innovation.
“Indeed, Victoria Mutual values innovation, as it stands as one of our core principles in our business
operations and what better way to support this culture of Science and Technology by hosting this
function,” Mr. Reid said, commending the leadership of the Mutual Building Societies
Foundation(MBSF), which Jamaica National Building Society (JNBS) and his organisation
established four years ago to promote the Centres of Excellence programme.
Similarly, Wendell Smith, Assistant General Manager, Management Information, Systems and
Operations at JNBS welcomed the focus on Science and Technology, and pointed to Jamaica
National’s consistent investment in modern technology to enhance its savings and loan services.
“JNBS is cognisant of the role that Science and Technology must play in our educational sector,
given its impact on the access and development of equity in education; the delivery of teaching and
the promotion of learning; its role in professional development and management, and its contr ibution
to governance and administration,” he said.
The MBSF, conceived by VMBS and JNBS in 2008, rolled out some $100 million to fund the Centres
of Excellence initiative. The transformation process has positively impacted the educational output of
six rural-based high schools during the past four-year period. And, the participating high schools–
McGrath, in St. Catherine; Porus and Mile Gully in Manchester; Godfrey Stewart in Westmoreland;
Green Pond in St. James and Seaforth in St. Thomas have all achieved significant gains over the
years.