Abstract:

Education problems and challenges in Small Island States are compounded by the three now well known variables-scale, isolation and dependence (UNESCO, 2005). In an attempt to confront such issues, Mauritius has been aligning its strategies to that of UNESCO’s concern for education in the Small Island Developing States (SIDS) since quite some time now. This study traces the journey of five (n=5) Visual Arts (VA) secondary school educators who attempt to use technology in the face of challenges of vulnerability and remoteness within the SIDS. Qualitative data was gathered through observation in schools and interviews with educators.

Findings suggest that respondents are quite aware of their vulnerability and remoteness as islander VA teachers. However, their reaction to such reality is most often contextual: while one young VA teacher makes extensive use of technology, the four others seem to be using technology in a limited manner. Although age does not seem to be a determining factor, a number of reasons explain teachers’ response to the use of technology in class: access to technology, dissonance between art and technology and teachers’ resistance to change. This paper argues that VA teachers’ efforts and engagement together with Government’s goodwill are essential ingredients to realizing the benefits that technology has to offer to VA teachers operating within SIDS.

Keywords:

Visual Arts, Technology, remoteness, Small Island States.