Teaching any subject in our schools is a challenge, but teaching children Physical education is probably the most challenging of all, especially at the primary level. But despite the obstacles that confront all teachers, there is also the satisfaction to be gleaned from a job well done and the achievement of objectives. One main obstacle experienced by physical education teachers is the widespread concept of physical education as expendable, resulting in its Cinderella treatment and lack of the recognition accorded to other subjects.

Since Independence, in August 1962, Jamaica has viewed technical and vocational education as an important aspect of education to be accentuated in its national development. Successive governments have recognized that the nation's economic future depends largely on scientists, technicians, skilled workers, teachers, and leaders of the institutions where these individuals work. Significant social, economic, and political developments have been initiated and implemented to reinforce this commitment to technical and vocational education.

The Reform of Secondary Education (ROSE) takes as its main objective the provision of a national curriculum for grades 7–9 in Jamaica's secondary schools. Where ROSE does not focus primarily on major innovations in curriculum content, the new curriculum emphasizes changes in teaching methodology intended to foster innovative thinking, critical thinking, divergent thinking, decision making, group work, and problem-solving skills (ROSE 1993).

Phonemic awareness is considered by many educators to be the critical fundamental tenet for childhood literacy. However, the challenging aspect of teaching young children is to teach in such a way that it becomes fun-filled, memorable, and relatable for them, thus ensuring lifelong learning. The results of this study showed that nursery rhymes and jingles could improve children’s phonemic awareness in an ethnically diverse setting.

Teachers are often expected to assume much of the responsibility for beginning reading instruction and for sharpening the subsequent reading abilities of students, particularly during the elementary school years. Accordingly, there has always been great interest in these students' reading performance, in their reading comprehension scores as measured by both formal and informal test instruments.

The rapid expansion in early childhood development programmes throughout the world in the last two decades attests to the growing recognition that preschool intervention programmes have the potential to contribute significantly to the enhancement of children's development and capacity for learning from their earliest years. Research continues to expand this knowledge base, and international studies confirm that good preschool programmes improve children's health and nutrition status as well as their mental and psychosocial development.

The Professional Development (Pro-D) Protocol provides a set of materials and resources designed to provide a consistent direction and emphasis for professional development in Jamaica to support educational improvement. As the nation moves to become a participant in the global knowledge-based economy, the government sees the need to encourage the innovative educational climate that improvement projects have already established. The Protocol with its focus on professional development would support and sustain that innovative climate.

It is evident that individual lecturers have to use technology in delivering course materials in the teachers colleges. However, to effectively integrate "technology" into teacher education, lecturers must consider several major issues, such as justification, and long and short-term plans, as well as purchasing safety, and equipment accommodation. This paper presents several issues to be considered in the process of integrating technology into the curriculum of the teachers colleges. Attempts are also made to alleviate fears associated with using technology in the classroom

Teachers are vulnerable to the technopositivist ideology that perpetuates a naïve faith in the "promises'' of technology. Most teachers have been denied opportunities to explore the motives, power, rewards and sanctions associated with the unscrupulous marketing of information and communications technology (ICT) and tend to be uninformed about the research that has failed to find a positive relationship between ICT use and student achievement.