Computer-assisted instruction in Grenada: High-tech success and sustainability against the odds

Abstract

While the literature indicates that computer-assisted instruction (CAI) can have a positive effect on promoting student, achievement, the international education community suggests that such high-tech solutions to developing country education problems are not sustainable. This case study investigates the reasons for the longevity and educational accomplishments of the WICAT integrated learning system at the Crochu R.C. Primary School—a small rural school in Grenada. The study provides insights into how at least one rural Caribbean school continues to produce learning gains overtime with the sophisticated computer-assisted instruction. It looks at the personal and organizational inputs and shared investments—both monetary and human—that have made this learning technology work in Grenada.