The Hindu Business Line : Teaching the h@rd way!

Everyone is using `IT', but I had still not ventured into using IT in classroom teaching. Though, quite often, I had asked students to research on the Internet and was amazed at what they could do. I sure was not that clever at their age!

One fine day recently, I resolved that I too would start using IT. The head of IT department promptly doused my enthusiasm by asking that the IT equipment be booked well in advance. Armed with the timetable I marched purposefully to the library, where the laptops had been set up, to be told that the kids could come but must be accompanied by a teacher. When told there were 20 kids one got a surprised look (was it awe/wonder/respect/shock at the fact that one was teaching 20 of that class?) There was no place for them on that particular day and there was a need to book such large groups well in advance (again that word). When told that only 10 computers were available, some quick calculation yielded the formula that the students should work in pairs. Twenty turned out to be a blessing after all! Came the fateful day for the IT lesson. A creaking trolley arrived, laden with goodies! My students, who were waiting patiently, had been promised a treat from the usual discussion/ lecture/ activities. Out came the laptops — there were only nine. I was in no mood to argue — it had already taken 15 minutes for the students to sign for the laptops.

Having already discussed the research topic, the students were eager to start. At last, peace and quiet — this should be done more often, I thought. Saves a lot of energy for the teacher and keeps them out of mischief. Oh, no, there were voices of protest; two computers would not start. Had they done something wrong? RESTART (Had I not been told this every time my computer misbehaved; can't one do this with life in general?)

"We've restarted twice already and this seems to be from the Ice Age — it is so slow." My instinctive teacher's reaction — `how do you know that it was slow in the Ice Age?' Before it could go out of hand, I asked them to regroup and share the remaining ones. A gentle hum, a louder whisper, soon it was a free for all. Gosh, this was even worse than a regular lesson.

Nearly 50 per cent of the passwords did not respond (some were new students, some had not received theirs, some had forgotten theirs and any other excuse was allowed). We now had only 15 minutes left. After some more time lost in the so-called computer buffs' attempts to activate the hi-tech equipment, we regrouped again around the sole survivor (It was starting to look like musical chairs, or did I mean CPR on a drowning man).

Eureka! At last a Web site had been located. My prayer had been answered that the first IT lesson in the classroom should not be a big zero. It was the `Google search engine' — this was only the first step for the students but a giant leap for their teachers — now they had to find the relevant site. Then came a louder yell on locating the correct site. A satisfied clap all around. IT had not let us down. Just as one thought they could get down to work, the door opened and the next class walked in. I was disappointed but still excited. I had had IT in the classroom.

Totally charged (better than the laptops, one hoped), I decided to try this again with 20 computers booked in advance. The appointed day arrived soon enough but the students took their own time to arrive at the library(it was after break and they never hear the bell). They had been told what to research for but they wanted to check with me again in case I had changed my mind. And then I was constantly moving between the different areas (the evening walk could be skipped; one was getting it all in the IT classroom)

Things quieted down after a while. There was a good 25 minutes left, enough to gather some data. I decided not to fuss too much over the chatting and joking. My confidence was short lived. In walked a bunch of `outsiders' not known to me but were pals of my students. They pulled up chairs all around my group, making it difficult for me to check on their work. They were politely asked to leave, but in hindsight one wished one hadn't done that, because clearly one was in the minority. This was war, and like in any war you had to use the same tactics (common sense).

The ensuing argument became more insolent by the minute, and my students were waiting and watching from the sidelines for victory would surely be theirs. Gone was the research — some had started playing solitaire, others were looking for ways of amusing themselves. Rather than lose my cool, I did the next best thing... to retreat. In any case, there were only five minutes left. Saved by the bell. Heaving a sigh of relief I started collecting my things, but my students were out the door in a flash. Why does it take them so long to exit during a fire drill?

Both my IT-centred lessons were highly enjoyed by the students — so maybe I should have them more often. However, my personal view is that IT is the new buzzword — leave it to the bees. Give me good old-fashioned discussions, arguments, creative ideas and traditional hard lessons — no soft soap (or software) for me, thank you. With due apologies to Nike, Just Don't Do IT!

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