Technology and Education Essay

This working conventional paper series is dedicated to the memor sumado a of Brooke Shearer (1950-2009), a devoted friend in the Brookings Establishment and a respected correspondent, government of? cial and nongovernmental leader. This series is targeted on global lower income and creation issues linked to Brooke Shearer’s work, including: women’s personal strength, reconstruction in Afghanistan, HIV/AIDS education and health in developing countries. Global Economy and Creation at Brookings is privileged to carry this kind of working paper series in her name.

Rebecca Winthrop is a older fellow and director in the Center to get Universal Education at the Brookings Institution. Marshal S. Cruz was the previous director of international affairs in the U. S. Office of Education and a senior counselor to Education Secretary Arne Duncan. Acknowledgements: Many thanks to April Hammons Golden who provided very helpful research assistance and to Matt L. Smith and his IDRC colleagues, and also to Anthony Bloome, Justin vehicle Fleet, and Anda Adams for their beneficial insights and comments. This kind of paper series was made conceivable through nice contributions for the Brooke Shearer Memorial Fund.

Special thanks also go to Qatar Groundwork International, the William and Flora Hewlett Foundation as well as the Spencer Base for their support. * *Brookings recognizes which the value it provides to any donor in its absolute commitment to quality, self-reliance and impact. Activities sponsored by the donors re? ect this kind of commitment and neither the investigation agenda, content material, nor final results are in? uenced by any monetary gift.

A NEW CONFRONT OF EDUC ATION: DELIVERING TECHNOLOGY IN TO THE CLASSROOM INSIDE THE DEVELOPING COMMUNITY 3 A FRESH FACE OF EDUCATION BRINGING TECHNOLOGY IN TO THE CLASSROOM INSIDE THE DEVELOPING UNIVERSE REBECCA WINTHROP AND MARSHALL S. CRUZ INTRODUCTION In the small village of Anordna? zibad in Pakistan’s Punjab province, a young girl is definitely using her mobile phone to deliver an SMS message in Urdu with her teacher. After sending, the lady receives text messages from her teacher in response, which she diligently clones by hand in her laptop computer to practice her writing expertise. She performs this from the safety of her residence, and with her parents’ permission, during the school break, which is signi? cant due to the insecurity in the rural location in which the girl lives.

The lady is component to a Mobilink-UNESCO program to improve literacy skills among young ladies in Pakistan. Initial effects look confident; after four months, the percentage of girls whom achieved an A level on literacy assessments increased by 27 percent to 54 percent. Likewise, the percentage of girls whom achieved a C level on assessments decreased from 52 percent to 15 percent.

1 The strength of mobile phone technology, which is quite widespread in Pakistan, looks in this case to aid hurdle several education obstacles by? nding new ways to support learning to get rural girls in unconfident areas—girls who usually have limited opportunities to enroll in school and who often do not obtain individual focus when they do. Often they live in homeowners with hardly any books or other materi- als to help them retain more than summer holiday what they discovered during the school year. On the reverse side of the world, in South America, the deployment of technology pertaining to education is actually not so promising.

In Peru, a number of multi-colored laptops take a seat in a corner of a classroom covered with dust. Provided to the school through a One Notebook Per Child program arranged by the Ministry of Education, the laptops were meant to improve students’ information interaction technology (ICT) skills, and also their content-related skills. With no proper support for teacher training in how a laptops are used, with no followup or maintenance and repair contingencies, and with out-of-date and bug-infested software, the laptops are noticed as useless and serve little purpose.

2 In such a case, technology hasn’t helped increase the educational connection with learners. Technology enthusiasts possess long heralded the power of technology—from the creating press, to blackboards, towards the laptop—to convert education. Together with the rapid development of information conversation technologies around the world, there is a advanced of interest 4 BROOKE SHEARER WORKING NEWSPAPER SERIES in harnessing modern technology to help improve the education status of some of the world’s poorest people.

Nevertheless , from Pakistan to Peru and over and above, experience shows that although there are numerous types of how technology is used towards the great bene? t of teachers and learners likewise, there are also many cases in which it does little to impact educational processes and outcomes. An improved understanding of why and under what conditions these divergent outcomes come out is the central aim of this kind of study.  women with a secondary education in South and West Asia seek neonatal care, compared with only 50 percent of women without education. 6th Our goal is to offer guidance to non-specialists considering pursuing technology for educational improvement inside the developing universe.

Outside of an extremely small group of experts, educators working in and with producing countries almost never have an expertise or even a simple grounding in the wide range of technologies and their potential uses for education. Even the The potential of technology to improve education provides signi?  cance beyond educating children studying and math. Quality education plays a crucial role to promote economic development, improving health and nutrition and reducing maternal and infant mortality costs.

Economic progress, for example , could be directly influenced by the quality of the education systems in developing countries. Studies by simply Hanushek and Woessman show a positive relationship over time among cognitive advancement, measured simply by student overall performance on international assessments, and individual profits, income division and general economic progress. 3 Research by the International Monetary Finance (IMF) found that Asia’s increased economical performance over Africa and Latin America could be immediately attributed to it is higher investment in physical and man capital, just like education. some Quality education has also been an issue in minimizing maternal and infant mortality rates.

More than half of the lowering of child mortality worldwide seeing that 1970 is usually linked to “increased educational achievement in women of reproductive : age. “5 Educated women are also very likely to seek out health care for themselves and the families. Studies on maternal health show that 80 percent of most seasoned education expert may stare blankly if conditions such as ‘cloud computing’, ‘m-learning’, or ‘total cost of ownership’ are introduced into the chat. Questions by what technology exists to support education, what its possible bene? ts are, and how it can be used successfully, can be observed equally in the halls of the ministries of education in developing countries and in the ones from the head office and of? de telles of worldwide funders of education.

Each of our goal should be to answer these types of questions by giving a broad overview of some of the common education issues facing the developing universe and the range of different solutions that are available to help address all of them. We look strongly at the different enabling circumstances that frequently shape the success or failure of technology interventions in education and obtain a set of seven basic principles for effective technology use. These principles provides guidance to decision-makers developing, implementing or investing in education initiatives.

To do so , we look both in the primary and secondary, as well as the higher amounts, of education systems. Making use of the World Traditional bank classi? cation of low-income and lower- A NEW DEAL WITH OF EDUC ATION: BRINGING TECHNOLOGY INTO THE CLASSROOM INSIDE THE DEVELOPING WORLD 5 middle-income countries we focus our attention on the world’s weakest countries from Sub-Saharan Africa to South and Western Asia to the Caribbean. LIMITATIONS TO QUALITY EDUCATION IN THE DEVELOPING WORLD A quality education for every boy or girl in the world’s poorest countries remains hard-to-find.

Tremendous progress We target particularly around the possibilities of new forms of technology, often known as Data Communication Technology (ICT). ICT refers to systems that provide use of information through telecommunications. It can be generally accustomed to describe most technology uses and can cover anything coming from radios, to mobile phones, to laptops. Of course , education has used technology for years and years, from blackboards to textbooks, yet current history very little has changed in how education is shipped. Teachers in most schools stand at the front of any room, when students stay and listen closely, sometimes attentively.

However , while for many years policymakers have been unconvinced about the usefulness of technology in education—citing multiple examples by which it brings little value—today there is a fresh focus on their possibilities. have been made over the past decade in enrolling kids into major school, thank you in large part to actions simply by developing region governments and support from your international community for a distributed policy construction articulated inside the Millennium Advancement Goals (MDGs). Today you will find 52 , 000, 000 more kids enrolled in primary school as compared to 1999, and globally the training MDG focused on access to principal school is among the goals the majority of on-track. six However , centering on access to main school is a poor global metric for understanding the genuine education needs of children in developing countries.

While many get into school, few stay signed up, and even fewer are perfecting the basic abilities needed to progress in their education. The national enrollment? gures mask persistent disparities in educational chances within countries, with margin- We determine ultimately that, if intelligently and smartly deployed, contemporary information and communications technology contains great guarantee in helping take quality learning to some of the world’s poorest and hardest-toreach neighborhoods. The method for doing so do not need to emulate the trajectory of educational technology use in richer developed countries. Indeed, in a few of the most remote regions of the world, mobile phones and other forms of technology are being used in ways barely envisioned in the United States or Europe.

Requirement is truly the mother of invention during these contexts and often leads to innovative and appealing ends pertaining to teachers and learners. alized groups like the poor, all those living in country areas, and girls continuous to be forgotten. And there is a growing need to pay attention to formal and nonformal supplementary education chances, given the best and developing youth inhabitants in the developing world.

This has led to a call by multiple actors to switch the global education paradigm via a focus on access to a spotlight on learning for both equally those out and in of school. almost 8 A recent pitch for a Global Compact upon Learning calls for renewed attention to the wider “Education intended for All” goals and concentrates on the importance of early the child years development, literacy and numeracy at the reduced 6 BROOKE SHEARER DOING WORK PAPER SERIES primary level, and the changeover to relevant post-primary education. A “learning for all” lens features three common dimensions of primary and secondary educational shortfalls inside the developing world: 1) use of learning opportunities; 2) competence of foundational skills, which includes learning how to study and inductive skills; and 3) the relevance of learning content to full contribution in the economies and governing structures of today’s community.

If used effectively, technology has a function to play in helping to address all three of these measurements. Children who have drop out or never enter school are often poor, reside in rural areas, are associates of ethno-linguistic minorities, and are also girls. 13 Finding innovative ways to present learning options for these groupings would go far in helping to cope with inequality and is also certainly one particular possible problem that technology could help address.

Within countries, educational inequities are striking. In Pakistan, for instance , the richest 20 percent with the population encounter near widespread access to education and have on average nine many years of schooling, although for the poorest 20%, the vast majority has had less than 2 . 4 numerous years of school. 16 Across the producing world, Use of Learning.

In low-income countries, 64 , 000, 000 primary school-age children and 72 mil lower secondary school-age youngsters are out of faculty. There are significant inequities among countries, although especially inside countries, when it comes to access to learning opportunities. The majority of these outof-school children stay in Sub-Saharan The african continent and South and Western world Asia.

Several highly populous countries—the Democratic Republic of Congo, India, Nigeria, and Pakistan— best the list of nations with the many out-ofschool kids. 10 Collectively, low-income countries that have been afflicted with armed con? ict, almost all of which are in Africa and Asia, residence almost half of the children out of main school. 11 9 male or female compounds other styles of drawback with poor girls staying less likely than poor boys to be in school.

Inequity in access to primary and lower secondary university has ended in 54 , 000, 000 “missing girls” in the education systems of sub-Saharan The african continent and South and West Asia. 12-15 To date, post-primary education is mainly accessed by well-to-do with only thirty eight percent of girls enrolling in lower secondary school in Sub-Saharan Africa. sixteen Using the example of Sub-Saharan The african continent, Figure you illustrates the best number of kids lost in the various periods of a developing country’s education system. Although close to 90 percent of your given group enter into main education, couple of complete that and even fewer enter and? nish jr . or older secondary institution.

Many children enroll in school but drop-out before doing a full routine of principal education. In Sub-Saharan Africa, 10 million children drop-out of principal school yearly. In Malawi, for example , one-quarter of children drop out in the? rst year of faculty, as do 13 percent of youngsters in Southern and Western world Asia.

12 Learning Foundational Skills Equally worrisome as the inequities in access to learning opportunities, is the low quality of education provided to numerous of the kids who find a way to go to college. While children of the high level are able to get a high-quality education in any low-income country, almost all young people participating in school find out relatively very little.

A NEW DEAL WITH OF EDUC ATION: BRINGING TECHNOLOGY INTO THE CLASSROOM INSIDE THE DEVELOPING GLOBE 7. Number 1: Endurance of a Cohort (%) of Students in Primary and Secondary Education in Sub-Saharan Africa 75 90 80 Net Enrolment Rate 70 60 40 40 30 20 12 0 Enter into Primary Full Primary Get into Junior Second Complete Jr . Secondary Enter into Senior Secondary Complete Mature Secondary Origin: Verspoor & Bregman, 08. Especially frightening are reviews of learning levels among children in rich and poor countries, which show that the common child in a poor nation performs worse than 95 percent of kids in abundant countries on international mathematics and reading assessments. 18.

Pakistan, practically one-third of primary school students are educated in low-cost personal schools, almost all which are in local communities and? nanced by tiny parent advantages. At least one critical study discovered that students in these schools have higher learning achievement amounts than carry out comparable students in govt schools. 19 This happening is also noticeable in a number of various other countries across Sub-Saharan Africa and Southern region and Western Asia. Normally a key factor inside the provision of such schools is a presence of your literate and educated individual in the community or area who can function as a instructor.

Many times these types of teachers possess little formal training; usually they have not themselves finished their own education and, consequently , only possess subject-content familiarity through the uppr In the past a long period, data include emerged by Asia, Africa, and Latin America that highlight the dif? culties students possess in learning foundational learning skills, including reading. For instance , in some Sub-Saharan African countries, children with? ve numerous years of education had a 40 percent chance of becoming illiterate. In India, simply half of level 5 students in non-urban schools could read a grade a couple of text, in addition to Peru, only one in? empieza 15-year-olds could identify 1 piece of information in a text message.

18 In a few countries, the quality of education in government educational institutions is so poor that mom and dad are opting to deliver their children to low-cost private schools. For example , in main grade levels. Certainly? nding creative methods to support these teachers can be described as fruitful place for technology.

8 BROOKE SHEARER OPERATING PAPER SERIES Relevance of Learning Typically those college students who are able to stay in school and master standard foundational expertise are not advancing to learn extra skills as well as to develop the capacities that could best serve them in the world of work and adulthood. This starts in primary school, where a sufficient ground-work intended for critical pondering and other types of social and emotional learning is hardly ever laid. 20 But it is very visible in secondary levels where curricula, pedagogical models, and learning materials are usually geared toward setting up students to be traditional government bureaucrats, a legacy with the colonial age.

21 Obstacles to Learning for All The reasons why every kid is not accessing quality and relevant learning opportunities are complex and fluctuate across countries. However , there is a common pair of persistent boundaries that regularly hold back learning for all children and junior in a number of countries. To improve usage of learning chances, it is imperative to address the supply and demand factors. On the source side, the provision of education opportunities—especially by governments—is generally much better at the major than the supplementary level.

But even on the primary institution level there are a variety of barriers that reduce the odds of college students attending college, such as length The demands to get education to prepare young people to have and work in today’s globe are very not the same as those of a century ago. With education devices geared toward preparing students intended for the bureaucratic jobs readily available 50 years ago, organisations regularly simply cannot? nd young people with the skills required to? ll vacant posts. Many of the job opportunities in the growing world are in the exclusive sector, with jobs strenuous a skill set quite different from that attained within a standard general public secondary school.

Between 2010 and 2015, an average of you million to 2 . two million teenagers is anticipated to enter the labor market annually in South Asia and Sub-Saharan The african continent, respectively. twenty-two To ensure that this youth dividend is harnessed, education systems need to do a better job of expanding students’ transferable and flexible skills, such as critical thinking, communication, team-work, international vocabulary, and simple ICT familiarity. 23 and cost. With the secondary level, few governments are able to give you the number of second school car seats for students and also provide the professors needed for the increasingly bigger cohorts of primary institution graduates—which is another potential place for technology to help convert.

The total expense of putting a child through a year of secondary school in Sub-Saharan Africa is 3 to twelve moments that of 12 months of principal school, as a result of higher costs for educating materials and classrooms. 24 The direct cost of second school for students makes it prohibitive for many from the poorest children. The ability of youngsters to learn well once they happen to be in school can often be greatly impacted by the teaching, materials, language of teaching, and managing of the education system. Reducing these limitations would have a powerful effect on attendance in public educational institutions, as evidenced by the startling growth of cheap private educational institutions, a growth motivated by the great demand for learning for all.

Beneath is a brief description of some of these common barriers. A NEW FACE OF EDUC ATION: BRINGING TECHNOLOGY INTO THE CLASSROOM IN THE GROWING WORLD being unfaithful Primary and Secondary Education • Range and cost. The limited availability of principal schools in remote, unavailable, or especially impoverished parts of developing countries often retains marginalized kids out of school.

If colleges are located past an acceptable limit from youthful children’s homes, it is dif? cult and frequently dangerous so they can make the voyage each day. Countries differ for the distances kids walk. In places like East The african continent, young children usually walk many miles to school.

In Afghanistan, young girls in particular are being kept away of school in case the school is actually far away. A host of contextual reasons from lifestyle to geography impact this issue in any provided place. In Africa, only 56 percent of the count of new schools needed to cater to the forecasted increases in the enrollment level among principal school-aged children have been built. 25 If the required range of new colleges are not created, existing establishments will be taxed with helpful larger amounts of students, therefore straining the capability of the educational institutions to provide the scholars with highquality education.

The caliber of school features can be important for ensuring that particular populations have the ability to enroll and complete schooling; the availability and top quality of bath rooms in or near educational institutions, for example , continues to be cited since an important factor in ensuring girls’ access to education. 26 In which facilities are certainly not available, or when quality is regarded as lacking, children may not be capable of attend university at all. There are also conditions by which formal schooling structures may want to be tailored, such as in circumstances of poor security and equipped con? ict.

Sometimes price keeps the poorest kids out of primary school, even when college fees have already been abolished. Invisible costs, just like uniforms, exam fees, and other required contributions can be too large a hurdle for poor families. Loosing potential salary or help out with the home by a child going to upper primary or secondary school, rather than working, on top of that impacts the choice to continue the child’s education. Direct and indirect costs are without doubt one of the main factors primary university students will not transition to secondary school.

Often supplementary school is definitely not free of charge and school fees become much more high-priced, requiring substantive contributions from households. In SubSaharan Africa, household contributions cover 40 to 60 percent off the cost of extra schooling. twenty seven. Many countries, especially those with large youth populations, happen to be struggling to provide suf? cient secondary school options to get eligible students.

For example , Kenya, which lately adopted a plan of free supplementary school, has received to create a quota system to get admitting learners, because the federal government schools, especially the top-performing ones, simply do not have enough space to support all those graduating from primary institution. 28 • Teaching. Simply how much time professors spend teaching and how that they teach are very important determinants of children’s achievements. Teacher development programs that concentrate on setting up professionals in clinical settings and featuring ongoing support, rather than in theoretical understanding, are the many successful.

30 However , existing pre-service and, more importantly, in-service teacher education programs are generally not 10 BROOKE SHEARER OPERATING PAPER SERIES suf? cient to prepare instructors entering the profession as well as to support those teachers currently in the classroom. UNESCO estimates that at least 10 million new primary teachers will probably be needed around the world over and above the current teacher share in order to attain universal major education by 2015. 30 To keep tempo with the regarding student populations, a number of countries will need to maximize teacher recruiting by among 4 and 18 percent.

31 Various countries are struggling to maintain. For example , Ethiopia needs 141, 000 added teachers between 2008 and 2015 in support of 10, 500 graduated coming from teacher universities in 2008. Malawi has to increase trained teacher recruiting by much more than 100 percent whether it hopes to keep pace. thirty-two Many instructors labor below tough conditions with over 70 pupils in their course. In some remote regions the number of students every teacher increases to well over 100. 33 The quality of teacher training which can be found is also typically quite fragile, requiring increased learner-centered method as well as increased teaching skills in order to satisfy students’ speci? c requires.

34 Many teacher training schools always develop educators who make use of “robotic” instructing methods, where transmission expertise is mostly one-way. Research shows that high-performing education devices use schooling programs that prepare teachers in practical or handson settings and supply a great deal of in-service support. 35 development courses are typically very pre-service focused and are intensely theory-based.

Though this is changing, particularly on the policy level, as more education pros and political figures recognize the value of learner-centered teaching methods, high-quality teacher development programs that teach learner-centered instructional strategies and ideal classroom supervision skills are certainly not yet widespread. 37 To get existing instructors, often too little time can be spent instructing. For multiple reasons—from health issues to child care to poor school management—teachers often spend only a % of their time teaching in the classroom.

For example , in reduce primary college, after subtracting time shed, the remaining instructional time, as a share in the total times available, simply amounted to 31 percent in Guatemala, 34 percent in Ethiopia, and forty five percent in Nepal. 38 Also, devices for effectively developing teachers’ skills and providing these people on-going support and inspiration are often poor in expanding countries. Many teachers need substantial support both in content knowledge and pedagogy. For example , “fewer than half of the class 6 educators in Mozambique, Uganda, Malawi and Lesotho were able to report at the top standard of a studying test made for their college students. “39 • Materials and language. Quality teaching and learning supplies are essential ingredients for learning.

In many growing countries we have a dearth of any materials, quality or otherwise. One study of southern Photography equipment countries located that almost three-quarters of youngsters in school did not have a simple textbook intended for mathematics or reading. forty Often what learning mate- Such teaching provides crucial experience in new pedagogies, including learner-centered and participatory teaching strategies. Although professors in the growing world happen to be increasingly staying asked to use similar learner-centered methods, they can be provided very little training or perhaps support for this. 36 Formal teacher A NEW FACE OF EDUC RULES: BRINGING TECHNOLOGY INTO THE CLASS ROOM IN THE PRODUCING WORLD eleven rials can be found are not of high quality.

The content will either be out of date, improper for the learning or class level when it is getting used, or not really tied to the curriculum. Components designed to aid students to see are frequently located to be as well advanced or not designed speci? cally for zustande kommend readers. Almost never are there additional reading elements for students to practice reading with at home or perhaps in colleges. 41 the payroll and collecting salaries are not present in the class room.

For example , in Pakistan nearly 20 percent of of? cially registered instructors were not teaching in universities and the govt recently took action to take out them from your payroll. 44 For those instructors in educational institutions, there is frequently little support for conformative learning examination that provide on-going useful understanding to professors about how very well their students are learning, especially for all those teaching in overcrowded sessions.

An important go with Often , supplies are not available in the children’s mother tongue, re? ecting a wider problem with local terminology instruction. “Fifty percent of the world’s outof-school children reside in communities where language of instruction at school is seldom, if ever, utilized at home. “42 Mother-tongue training in the early years of school, progressing methodically then into a bilingual or multi-lingual training has proved to be an important characteristic for successful learning accomplishment. 43 Poor materials and inadequate and ineffective instruction are thus two of the primary barriers to children start their educational career over a? rm ground and in a language they understand. to high-stakes assessment, formative analysis has been shown being valuable in enhancing student learning, yet often teachers do not use it.

45 On the secondary level, there is normally a lack of instructors to teach specialised and higher-level academic topics, particularly in math and science. As a result of an overall shortage of secondary educators in Uganda for example , professors are typically trained in two subject matter (i. elizabeth. math and science or geography and history). When they begin teaching however , instructors are often needed to teach further subjects by which they are unquali? ed, due to the lack of quali? ed teachers in particular subjects.

46 Taken together these elements often result in a lack of trust by father and mother in the community school system. • Administration. Good education management is crucial in offering and helping well-functioning education systems for young people. Expanding countries frequently face quite a few management dif? culties, coming from unwieldy instructor payment systems, to limited information collection and management capabilities, to poor learning assessment procedures.

In many places, teachers’ pay out is often overdue and, when it does arrive, is less than it must be due to leaking in the system. The trend of “ghost teachers” is usually widespread, exactly where teachers who have are on Degree Due to the increased focus on principal and extra education during the past several years, the needs and challenges better education inside the developing community have been generally overlooked. There is a greater focus on tertiary education systems in developing countries and acknowledgement that higher education can be a important force to get modernization, development and economic growth. forty seven However , signi? cant barriers associated with reaching 12 BROOKE SHEARER FUNCTIONING PAPER SERIES an effective tertiary education system remain.

These kinds of barriers will be discussed even more in depth below and include range and expense, the quality of the faculty, access to materials and resources, and academically unsuspecting students—a variety of issues that technology has a probably important role to experience in handling. Democratic Republic of the Congo most faculty users are trained at abroad institutions, that could create problems of sustainability and strategic planning for the near future especially provided the developing scarcity of international scholarships and lessening government support to increase graduate courses. 50 Enhancing the quality of faculty is made dif? cult, in part, due • Distance and cost.

Due to their highly decentralized management system, the majority of higher education institutions in producing countries are situated in urban centers. This makes it dif? conspiracy for students in rural areas to be involved in higher education courses, since moving and/or travelling is often very costly. Enrollment in tertiary organizations is very low; in Ceylon (veraltet), enrollment stagnated at 2 percent of the school-age inhabitants due to an absence of government funding, among other things.

Although tertiary education in the producing world costs much less than in the produced world—and may also be subsidized by government through cost-sharing plans like in Tanzania—it is still greatly beyond the reach for a large number of students. 48 Indirect costs contribute greatly to the charge of higher education: expensive books and travel and leisure and the expense of using research laboratory facilities or participating in extracurricular activities are usually unexpected problems. Lost cash flow due to period spent outside the labor companies are an additional roundabout cost of advanced schooling. • Quality of faculty.

Although the quality of a tertiary institution’s faculty can be integral to the overall top quality of the company itself, many faculty users in the producing world have little graduate student or post-graduate level teaching.