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ICTISE Unit (ICT Innovation in School Education). Introduction . ICTISE Focus. Focus of unit Unit collaboration Intro to various projects Teacher development Align pre-service and in-service development Projects. ICTISE Focus. Innovative use of ICT. Research. strategies and methods . - PowerPoint PPT Presentation
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ICTISE Unit(ICT Innovation in School Education)
Introduction
ICTISE FocusFocus of unitUnit collaborationIntro to various projectsTeacher developmentAlign pre-service and in-service
developmentProjects
Support
Supp
ort
SupportSupp
ort
ICTISE FocusAssessment
and investigatio
n
Planning and
Development
Implementation
Evaluation
Teachers
Learners
Parents& CommunityIn-service Pre-service
School Management
How could ICT be utilise to address teaching and learning challenges in schools more
effectively?
Goals/Objectives A Unit @ UFS to support school education
by Investigations, planning and developing,
implementing and evaluating innovative methodsthat will
maximise the potential of the latest ICTin order to
improve and support quality of teaching and learning
in South African schools & on the African continent
Unit Collaboration
DoE
School
FoE
ICTISE
Unit Collaboration
DoE
School
FoE
ICTISE
Academic Research
Support
Centre
Mangaung Action Research Project
Teacher
Training
Student owners
hip - Sotho
Microsoft IEF
Five School Focus
Projects with similar outcomes can be found world wideResearch are done but not often shared amongst projects
ICTISE will be unique in the sense that all projects will be supportive of each other - each project will benefit from the previous project’s implementation and evaluation
Teacher development
Pedagogy
TechnologyContentdisciplinary expert
(eg a scientist or a musician)
technology expert (a computer engineer)
an expert at teaching/pedagogy (an experienced educator)
Teacher DevelopmentThis:
A teacher capable of negotiating these relationships represents a form of expertise different from, and (perhaps) broader than, the knowledge of a disciplinary expert, a technology expert or an expert at teaching/pedagogy
Figure 1. The Technological Pedagogical Content Framework (Mishra and Koehler 2006, 1025)
UNESCO ICT Competency Standards for Teachers (ICT-CST) 2008
Teacher development
Level 1 Level 2 Level 3
Teachers must have a firm knowledge of the curriculum standards for their subject, as well as knowledge of standard assessment procedures. In addition, teachers must be able to integrate the use of technology and technology standards for students into the curriculum.
UNESCO (ICT-CST) 2008Teacher development
Level 1Teachers must be aware of policies and be able to specify how classroom practices correspond to and support policy.
Teachers must know where, when (as well as when not), and how to use technology for classroom activities and presentations.
Teachers must know basic hardware and software operations, as well as productivity applications software, a web browser, communications software, presentation software, and management applications. Teachers must be able to use technology with the whole class, small groups, and individual activities and assure equitable access.
Teachers must have the technological skill and knowledge of Web resources necessary to use technology to acquire additional subject matter and pedagogical knowledge in support of teachers’ own professional development.
Pre-service
In-service
Current Teacher development
Relationship DoE and FoEThis: DoE – e-learning
ERC
School
School
School
ERC ERC ERC
No shared vision between FSDoE and UFSFoE
E-learning train ERC which involves training costs
ERC’s responsible to training schools - wide geographical area - cost of training high - process takes long to reach as many schools as
possible
UFSFoE trains students but not inline with needs that exists in FS schools
FoEPre-service
trainingIn-service training
Relationship FSDoE and UFSDFoECould be:
FSDoE – e-learning
ERC
School
School
School
ERC
UFSFoE
±150 students trained
150 school reached
Many other teachers reached
• FSDoE and UFSFoE share vision of ICT development in FS schools
• E-learning still trains ERC’s
But concurrently
• UFSFoE trains at ONE venue (more cost effective) many teachers to be in line with e-learning role out plan to province
• Process speeds up and more cost effective
sharedvision
DoE & Teacher Training
4th term Identify students – which learning areas?
Identify schools – 3rd term learning area content?
Start with small pilot project – 5
students and 5 schools:
Research the difference between normal
student prac experience
vs. pilot students
Phase 1
DoE & Teacher Training
1st term Link Student to school
Student pre-visit school Needs analysis of learning area and class room
Phase 2
DoE & Teacher Training
1st and 2nd term Student training
Innovative use of ICT in the class room Sound project base design
Quality control of student work
Phase 3
DoE & Teacher Training
3rd and 4th termStudent reflection of work
Adapt projects where necessaryExpo of work to 1st, 2nd and 3rd year students
Make Project CD for all participating schools and students
Phase 4
Five School Focus/Support CentreOnline
Onsite
Oncall
Oncell
SharedOnCam
pus
Mangaung Young Action Research Group
Sotho - Students taking ownership
