With the Primary Exit Profile (PEP) and Caribbean Examinations Council (CXC) results out of the way and celebration or disappointment spanning families to those at the head of the system, it is time we again engage in the discourse of our stagnant or, better yet, staggering education system.

It is as if the declines and dismal passes in these examinations have not opened our eyes to the constant deficiencies within the education system. What we have been doing for years is prolonging the discussions with little to no meaningful solutions. So, yes, we have recognised the inefficiencies, now what? Are we still going to continue the archaic, traditional approaches and strategies that have been informing our teaching and learning, or are we going to admit that the system needs a drastic upgrade, including policies that require our teachers to upgrade their skills too? When are we going to admit that technology in education is a gateway to better performance from our students?

Technology in education will unequivocally position the Jamaican education sector for better results and, by extension, boost the nation’s development. We cannot keep being comfortable seeing and hearing of decline in passes and performance each year. This is hardly ideal for a nation that is set to become a place to live, work, raise families, and do business within the next five years.

The dismal Caribbean Secondary Education Certificate (CSEC) passes and need for improvement in PEP performance and syllabus cannot continue to be a nine-day wonder year after year. In 2022, Jamaica reported a 75 per cent pass rate in CSEC and Caribbean Advanced Proficiency Examination (CAPE), which was a decline from the previous year, particularly in maths and English.

In 2021, a popular newspaper headline read, ‘JTA president not surprised by decline in CXC maths and English’. Even though reports from CXC rejoiced over the slight increase in CSEC passes in 2023, the marginal percentage increase — just 0.55 per cent compared to the previous year — was hardly something to celebrate. It seems as though we are not taking these decisive examinations seriously. What is really happening?

It is time we look seriously at integrating technology in the classrooms; our students could be benefiting significantly from it. It would appear that the novel coronavirus pandemic, which happened a few years ago, did not teach us what the world has been doing in relation to advancing education for global development. It seems we are deliberately turning a blind eye to obvious solutions.

A recent study done by German strategist and market researcher Jannik Lindner ‘Unlocking the Potential: How Technology Transforms Classrooms and Enhances Learning for Educators and Students’ found that 86 per cent of teachers believe technology helps students achieve better educational outcomes; 76 per cent use technology to promote collaborative learning among students; and 97 per cent of teachers believe that technology has positively impacted their ability to access content. Therefore, why are we continuing with the same old teaching strategies and approaches in our classroom that yield the same results every time?

Commenting on the CXC results in an interview a month ago, Velonique Bowen, chief executive officer of GetAced Acamedic Services, lamented, “While society is advancing…the teaching styles are remaining the same.” She suggested that diversification and technological advancement — beyond PowerPoint — must inform our teaching and learning styles.

A critical question to ask is: How many of our teachers are reaching for that olive branch extended by technology? We continue to hear that technology is harmful and destroying the children’s brains. While I will admit that certain aspects of technology can affect us neurologically and psychologically, we cannot deny that it has made other aspects of our lives easier.

However, we cannot cast the blame solely on the teachers, especially those who have been in the system for decades; they are overwhelmed with the advances of technology, and it becomes daunting when they are expected to implement technology and there is no training or support. And for many schools, no proper infrastructure is in place.

Why aren’t we taking technology in education seriously? After COVID-19 we should have implemented several upgrades. It is full time we align ourselves with global trends. As a nation that is big on education and has produced world-class leaders, we should have been pioneers in educational growth and development. Instead, we are fighting to keep up.

While a handful of teachers have found the time to understand and acquaint themselves with learning management systems and stay updated with trending applications and software, the majority is still struggling to manoeuvre a simple processing unit. Some have been trying to catch up, while others are not interested, yet adamant they want to teach the nation’s children who are digitally literate.

I understand that these applications and programmes come with a level of complexity, but it is no excuse for teachers and administrators to avoid becoming acquainted with them. We must implement programmes and workshops that will assist with learning them, because the benefits are considerable. On the flip side, many students are more au fait with these applications and programmes than the teachers themselves. A lot of them have moved past the classroom teacher in both knowledge and application. It is not a good look at all.

Finally, consider artificial intelligence and how fast it is moving. The good thing is that our students are moving with it, but some of our teachers and administrators are putting up strong resistance. What are we waiting on?

Notwithstanding, there are sincere concerns about dependency and possible overuse of technology. Many believe that it diminishes critical and creative thinking because you have students who will rely on it for quick responses rather than learning how to engage deeply with the pedagogical materials. Additionally, there is the issue of accessibility and equity for both students and teachers. What about rural schools? Will they have access to technology and resources like those in urban areas?

Although technology is the way forward for our education system, we must first address the issues of access, resources, training, and acceptance.

Tyane Robinson is a lecturer at Sam Sharpe Teachers’ College. Send comments to Jamaica Observer or tyanerobinson@gmail.com.