Computer Lab Helps Rural Kids’ Digital Skills

PHNOM PENH – At Thkol Andet Primary School in Pursat province, rural students have gained access to online learning, boosting their computer and digital skills from a young age.

Hoeu Chhaileang, a grade 2 teacher and ICT teacher at Thkol Andet Primary School, said the digital learning program was made possible with Aide et Action’s support through the provision of 15 computers.

“We have been running the program for about six weeks now after we opened the computer lab and established an internet connection, following the receipt of donated computers and financial contributions from students’ parents and guardians,” Chhaileang said.

He said the computer lab is vital for supporting Cambodia’s Primary Learning Program (PLP) launched by the Ministry of Education early this year. It aims to offer a digital education platform for students in grades 1 to 6, along with teachers, parents, and officials, leveraging technology.

Chhaleang said teachers in his school are well prepared for the PLP program. Students with internet access now have broader learning opportunities beyond conventional study lessons.

“Our students now know how to use a computer, and our teachers find it easier to teach them through the platform,” he said.

“There has also been a growing knowledge and development of their reading effort among them.”

When asked about the challenges of the computer lab being new to students, Chhaileang said there have been issues as the school is still unable to provide enough equipment to meet the demand.

“So far, the challenge is that we only have 15 computer sets, while each class has 30 students. This means they can’t all learn at once. Some students may feel a little envy toward those who get to learn first,” he said.

“If we can have more, it will be good.”

Vorn Samphors, country director of Aide et Action International, recognized that the organization’s contribution has been crucial in supporting the government’s digital learning policy.

“We believe our contribution will be crucial in supporting the PLP program, as we believe our children should have the opportunity to acquire digital skills and learn or teach through computers, and can learn at home. Additional learning sessions can be provided. 

Samphors also explained that with the computer lab, teachers and guardians can track students’ results and monitor and follow up on their learning processes.

“This way, we can better support them,” he said.

The program also helps them to gain opportunities beyond classroom lessons.

Since students only spend a few hours in class each day, they have more time to learn. Recently, they appear more interested in digital knowledge and technology, particularly with the rise of artificial intelligence. The lab gives them a chance to learn, explore and gain new knowledge, he said. 

Samphors said his organization aims to ensure that at least 200 to 500 schools have a PLP action lab with access to computers or tablets in the next two years.

“But we hope to surpass this goal,” he said, adding that the success of the process would continue to depend on active and close participation from stakeholders, including teachers, parents and local authorities, while leveraging technology.

While providing equipment is crucial, Chhaileang wants to see more support for capacity-building for teachers and instructors.

“In case our partners or donors wish to contribute, they can also consider providing capacity building to develop specific digital skills and assist us more effectively in this long-term effort,” he said.

Expanding Digital Learning Skills

Chhaileang, as a computer instructor himself, said the school aims to expand classes beyond the required program under the government’s policy to help students be exposed to a digital environment and acquire critical skills from a young age.

“We hope to provide basic computer skills such as Microsoft Office to help young students become familiar with them. 

He said teaching can be a mandatory program to help students acquire computer skills, so students will be well equipped to advance to the next learning level or apply those skills.

“With more computer sessions, especially on basic computer skills, our students can learn to use the internet and computers to conduct research, carry out presentations, and teach each other through digital learning in the next two or three years,” Chhaileang said.

“This is a hard skill they can acquire before they reach secondary school and high school. At least they know how to use Microsoft Word, Excel, and PowerPoint before they move to a higher level.”

Asked about learning schedule, Chhaileang said the introductory computer skill session will be made compulsory for students from about grade four.

They would start with regular typing class for a month before proceeding to Microsoft Word for three months. After completion, they can learn other lessons.

Although computer classes are mandatory, Chhaileang says students also need to learn basic technical computer language in English. This remains a challenge, and the school has been working to develop and improve that.

He also noted that students’ parents and guardians are excited to know that the school aims to expand computer sessions to help students and are willing to contribute, although most of them are not wealthy.

“They are happy because we can help their children acquire learning opportunities and develop skills,” he said. 

“At least 30 percent of them are willing to contribute to the school’s effort to expand our program.

Greater Access, Increased Concerns

Working closely with both parents and students, Chhaileangg sees that early access to the internet and digital devices poses significant risks, despite the greater benefits, requiring more attention from stakeholders.

One of the problems is that some parents’ phones may contain inappropriate content, and they are unsure how to address it properly before handing them over to their children to use.

“This is a common issue here, and it is our concern,” Chhaileang said. 

“It has a negative impact on them if it is not carefully taken care of.”

Additionally, some students are vulnerable to addiction to specific content and gaming. The risk also involves hacking and cyberbullying, as they are young and have little knowledge of such issues.

Meanwhile, early exposure to digital tools also affects students’ physical health, as they spend more time learning and interacting with screens.

“They may have eye problems as they sit in front of the screen longer. But we work with other stakeholders to provide them with eye checkups so they can track their eye health,” he said.

As risks increase, Chhaileang said that the school has been aware of the issue and is working with staff to ensure that instructors have the capacity to address the problems, especially in helping students avoid such mental and physical risks.