Guiding Question Reflection

As a technology and media teacher my guiding question focuses on technology access and use. I am curious to discover how it compares to my experiences in Maine, USA classrooms in the ways that I can learn from and also to discover similarities and differences.

My central guiding questions are: How does the access to technology in Senegal schools compare to my experiences and what is being done with technology in schools in Maine? 

After experiencing Senegal, I have to giggle a little at the guiding question I originally chose for this project.

I thought a lot about technology use—because in the U.S., it’s such a major trend in education to stay at the leading edge of tech. In developed countries, we have the infrastructure and resources to support that kind of learning environment. But my time in Senegal made me realize that what we prioritize in education can look very different depending on where you are—and what your community needs.

I’ll never forget the first computer lab I visited, which wasn’t at a school at all—it was at the American Center in Louga. They had a small computer lab set up, and a teacher (who also installs security cameras for the village) volunteered his time to teach students Microsoft Word, PowerPoint, and spreadsheets.

The program ran for just three months, once a week, and participation was completely voluntary.

When I asked the students what they liked to create with computers, their answer was PowerPoints—which was the first clue that this wasn’t the same type of tech environment I’m used to in Maine.

The center had robotics kits, Snap Circuits, even 3D printing pens donated—but they sat off to the side, mostly untouched. Students were far more focused on practical computer skills that could help them find jobs.

It was a powerful reminder that while technology is exciting, meaningful education must match the needs and realities of the people it’s meant to serve.

During my trip, I only saw one additional school that had a computer lab—and even that came with some surprises.

At one school, a teacher mentioned there was a computer lab, but I never actually saw it. The one lab I did visit had a woman assigned to watch over the computers—but no computer classes were being taught.

It seemed like the lab was simply a space that teachers could borrow and use if needed, rather than a place where students learned computer skills regularly.

Honestly, it reminded me of the 1980s in the U.S., when we had computer labs in schools but very few structured lessons built around them. It was a glimpse into just how different access and use of technology can look depending on where you are—and how far we’ve come (and how far we still have to go) in truly integrating technology into education.

The gift I gave my host teacher was a projector—and it ended up being only the second projector in the entire building.

I’m really glad I chose to give it to him. He works with a lot of other teachers across different schools in the area, and I know it will get a lot of use.

After everything I’ve seen, I think the best way to help isn’t by introducing complicated technology—but by finding simple, down-to-earth ways to expand opportunities. One idea I'm excited about is helping build connections between my students and theirs. Since they're learning English, exchanging messages with students from another country would give them real, meaningful practice. And my students could learn that the world is much bigger than their own corner of it—and that different experiences can shape opportunities in ways they may not have considered before.

It does make me a little sad that the infrastructure here isn't strong enough to support a full-scale teaching of computer science or computational thinking. I truly believe that technology and internet access can help boost economies and open doors. Knowing how to use a computer isn’t just a skill—it’s a form of empowerment.

One of the other teachers on this trip bought a USB drive filled with African music—a small thing that raised interesting questions about intellectual property rights. But at the same time, it was a clear example of how individuals here find creative ways to support their families.

And that’s the biggest thing I’ve learned about Senegal: People work hard to take care of their families and communities however they can.

Access to technology could absolutely help—but bigger challenges, like infrastructure, consistent power, and even having clean, dust-free environments, have to come first.

In conclusion, after spending nine days living and learning in my host community, I’ve realized just how much I take for granted when it comes to infrastructure in schools back home.

A friend of mine from rural Pennsylvania once talked about the importance of flexible, low-tech ways of teaching computer science—things like "unplugged" activities that teach computational thinking without relying on devices. I had even considered bringing some unplugged activities with me to teach here.

But ultimately, I think the most important thing was to be present. To learn about their culture, to share a little bit of America’s culture, and to show up as a learner as much as a teacher.

More than anything, I hope the students here know that they matter—that their stories, their dreams, and their talents are important. And truthfully, I learned just as much—if not more—from them as I ever could have taught.