I was once a member of a team of consultants and trainers that helped implement the MasterPlan for IT in Education (MPITE) for Singapore’s Ministry of Education (MOE). During my four-year stint there, a major role we had to perform was to push schools towards the use of ICT in the classrooms. We were always on the lookout for teachers who were keen with the use of ICT. Usually we find them to be young and very enthusiastic about ICT use. However, most of them show a good knowledge of ICT tools but they tend to look at things from the point of view of technology first instead of teaching first. They are technologists first, and teachers, second. Usually you can spot hem when they gush over the use of certain ICT tools and their teaching would be oriented towards the use of these tools. What ICT integration needs are the MacGyvers of education.

Remember that popular TV series, MacGyver, that featured a secret agent who is able to do fantastic things through his use of “simple” technology? We need our MacGyvers too because if we look at MacGyver, he is not a technologist. He is a secret agent. However, his knowledge of things mark him out as a secret agent who happens to be a technologist. He is clear about his mission and technology only becomes a tool for him to achieve his goals. The MacGyvers of ICT integration need to be like him in this respect and no, they don’t have to look as good as the TV version either.

The MacGyvers of education need to be clear that his role is firstly that of a teacher. Therefore, when he wants to use ICT tools in his teaching, the ICT tools must fit the learning objectives that he has set for his class. ICT tools are important but they must never be placed first. They must always come second to the learning objectives. These MacGyvers‘ enthusiasm for the use of ICT must be properly channeled.

Leaders in the school must embrace their knowledge and energy but must temper these qualities with good sound pedagogical principles. Schools leaders, who are usually older and less of a “technologist”, must also at the same time make a strong effort to find out what makes these technological toys so interesting to their MacGyvers. No doing so can cause a dampening of the latter’s enthusiasm to use these tools in teaching.
The MacGyvers should be involved in the ICT planning for the school. Get them to be the pathfinders for the rest of the teachers in the school. As pathfinders, they would be the ones who would be willing to try new ICT tools. But as pathfnders, it is also important that the learning objectives are achieved because the old hands in the school will always question the usefulness of such new-fangled tools. Having said that, it does not mean that success is expected every time a new ICT tool is used. This is where leaders who plan for ICT integration in schools must give some leeway for some degree of experimental failure. Still, if the leaders are involved with the McGyvers in the planning of lesson units involving the use of ICT tools, they can help to minimize the likelihood of unsuccessful ICT integrated lessons, through the wisdom of their experience as teachers.