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National imperative to include educational technologies into teacher training and professional development.

National imperatives

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Page 1: National imperatives

National imperative to include educational technologies

into teacher training and professional development.

Page 2: National imperatives

Society……

A group of people connected to each other. (collective intelligence)

Share the same geographical or territory.

Focused on the same political authority.

Characterized by patterns of relationships.

Interact with each other

Strive for societal goals.

Knowledge society agenda

Page 3: National imperatives

Information can be….

Recorded as signs or

transmitted as signals

Stored and circulated

Regarded as comments, opinions, facts

Expressed through words, images, sound

Difference between information & knowledge

Knowledge society agenda

Page 4: National imperatives

Knowledge…..

Constructed by a person or group.

The output of reconstructed information.

It depends on the person.

Combination data, information, experience, individual interpretations.

Must be acquired.

continued

Page 5: National imperatives

Information society: is where information is a product,

one can exchange, buy, sell, store, transport, process.

This is the society of the digital divide.

Information is created,

Distributed and

manipulated

Information society vs. knowledge society

Page 6: National imperatives

Knowledge society: is a human society in which knowledge should bring justice, solidarity, democracy and peace.

In this society knowledge is a force for changing society.

Knowledge is created and its value is captured.

property is intellectual property is important.

Consist of lifelong learners.

continued

Page 7: National imperatives

When knowledge society is built through integrating information communication technology, Quality of education for all will expand, There will be an increment on community access to information

and communication technology, Thereafter the knowledge society must learn to know information communication technology and how to access

knowledge. Learn to do new capacities and to do anything through

information communication technology. Thus creating a new communication system, therefore becoming an e-citizen; this shows personal developments in individuals and the society as a whole.

continued

Page 8: National imperatives

Every edge is vital.

Collective intelligence is important.

Collaborative work for networks of knowledge.

The edges and links help with collaboration and acquisition of knowledge.

The communication system is used to acquire knowledge.

Networked society

Page 9: National imperatives

Being a teacher in the Knowledge Society: New specific competencies were the teacher has to deal

with new knowledge that is being constructed on daily basis,

New ways for accessing knowledge. Deal with a networked world and with new types of co-

operation and collaboration. Teachers are the key agents in the education system, the

agents of change. Trained to meet certain standards so that they can

effectively use information communication technology to change the process of learning and teaching.

continued

Page 10: National imperatives

Technologies are central to the changes that are

taking place throughout the whole world.

Technologies have a major effect in our schools and classrooms.

They dramatically have changed the learning and teaching process.

Pervasiveness of technology

Page 11: National imperatives

Information and communication technologies

(ICTs) represent the,

convergence of information technology and communication technology.

ICTs are the combination of networks, hardware and software

means of communication, collaboration and engagement

processing, management and exchange of data, information and knowledge.

continued

Page 12: National imperatives

The wide spread use of technology in South Africa is

evident through the concept of e-Education.

Revolves around the use of ICTs

Connects learners and teachers to better information, ideas,

And one another via effective combinations of pedagogy and technology

Views ICTs as a resource for reorganising schooling,

and a tool to assist schools to develop.

continued

e-Education

Page 13: National imperatives

e-Learning is flexible learning using ICT resources, tools

and applications,

focusing on;

accessing information,

interaction among teachers, learners, and the online environment,

collaborative learning, and

production of materials, resources and learning experiences.

e-Learning may involve the use of Internet, CD-ROM, software, other media and telecommunications.

continued

e-learning

Page 14: National imperatives

A blended learning program combines e-learning and traditional learning methods.

Blended learning can provide the

convenience,

speed and

cost effectiveness of e-learning with the

personal touch of traditional learning.

continued

e-learning

Page 15: National imperatives

A phrase that has goals,

It has aims to ensure that every school has access to a wide choice of diverse, high-quality education which will benefit millions of learners and local communities.

The goals presented will enhance lifelong learning

provide unlimited opportunities for personal growth and development to all, thus Education systems have an obligation to deliver on public expectations of quality education for economic growth and social development.

Education for All

Page 16: National imperatives

Expand and improve comprehensive early childhood

care and education, especially for the most vulnerable and disadvantaged children.

Ensure that all children, particularly girls, those in difficult circumstances, and those belonging to ethnic minorities, have access to and complete, free, and compulsory primary education of good quality.

Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.

Continued

Education for all goals

Page 17: National imperatives

Achieve improvement in adult literacy, especially for

women, and equitable access to basic and continuing education for all adults.

Eliminate gender disparities in primary and secondary education, and achieve gender equality in education, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.

Improve all aspects of the quality of education and ensure the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

Continued

Education for all goals

Page 18: National imperatives

The Government has agreed on certain outcomes as

their main focus of work between now and the near future.

Education and skills development at the centre of this, because one of their achievement Outcome is to improved quality of basic education.

Future national strategic objectives

Page 19: National imperatives

To ensure effective teaching and learning, the focus of their strategies are geared towards

The learners,

The teachers,

The schools,

Provincial administrations of education,

District management.

continued

Page 20: National imperatives

For effective teaching and learning to take place

it has to ensured that schools are fully functional, were by the teacher must be early in classroom having a textbook teaching.

Continue to demand accountability for results, particularly in chronically failing schools .

Provide the right combination of incentives, support and resources that will help accelerate the changes needed to improve the quality of education in those schools.

continued

Page 21: National imperatives

South Africa needs a education system with

high quality early childhood education,

Quality school education, with globally competitive literacy and numeracy standards,

Further and higher education and training that enables people to fulfil their potential.

An expanding higher education sector that is able to contribute towards raising incomes, higher productivity and the shift to a more knowledge intensive economy.

A wider system of innovation that will ensure the continuity of innovation.

continued

Page 22: National imperatives

Vision Our vision is of a South Africa in which all our people will have

access to lifelong learning, education and training opportunities which will, in turn, contribute towards

improving the quality of life and the building of a peaceful, prosperous and democratic South Africa .Mission Working together with provinces, our mission is to provide

relevant and cutting edge quality education for the 21st century .Values Placing the interest of our children first.

continued

Page 23: National imperatives

continued

Qualified & competent teachers

The societies needs must be met

A curriculum that cater for the society's needs

Page 24: National imperatives

Teachers play a very crucial role in the education system

of South Africa and the biggest challenge that we are currently faced with as a country is that, the are many teachers who are in the profession but do not possess the qualifications that is needed for the profession.

That is why the government needs take initiative in order to develop us, the teachers of the country; especially in the field of Mathematics and Science. From the saber-tooth curriculum we learned that society needs to learn something that is related to the current surrounding they are living, the curriculum must cater for their needs.

continued

Page 25: National imperatives

Increase adult literacy especially among women….

By offering workshops that will improve the lives of people.

The government has also funded (ABET) schools where elderly people can go and try to improve their numeracy skills so that we can be a better society.

Provide elderly people with proper life skills that will help them attain better jobs.

continued

Page 26: National imperatives

further education and skills development needs to give learners a clear and meaningful education as far as tertiary education and opportunities is concerned especially for learners who have obtained low marks in the National Senior certificate.

In our country we have a very high number of dropouts and that causes distress.

continued

Page 27: National imperatives

Teacher competency standards relating to ICTs and professional

aptitude

Teachers are central to the implementation

Curriculum ICTs

Page 28: National imperatives

Educational goals should be primary.

The focus should not be on providing technical ICT skills only, but on the use of ICT to achieve learning outcomes.

Teacher development programmes should provide teachers with situated/contextualised learning experiences.

Programmes should be subject-specific and relevant to the learning areas.

principles to be followed in the professional development programmes for teachers

Page 29: National imperatives

Teacher development programmes should be needs driven.

Programmes should respond to the requirements of subjects such as Computer Application Technology, Information Technology, Geography, Design and Accounting.

On-going support should be consistently available.

This includes pedagogic support (particularly from subject advisers), technical support and creating communities of practice.

Teacher development should be on-going, due to the changing nature of ICT.

Programmes should reflect new technologies and applications.

continued

Page 30: National imperatives

continued

Page 31: National imperatives

Facilitate and Inspire Student Learning

and Creativity

Teachers must use their knowledge of subject matter,

teaching and learning, and technology to facilitate

experiences that advance student learning,

creativity, and innovation in both face-to-face

and virtual environments

continued

Page 32: National imperatives

Educators design, develop, and assess accurate

learning experiences and assessment uniting modern tools and resources to get the most out of content learning in context and to develop the knowledge, skills, and attitudes.

They design relevant learning experience that incorporate digital tools and resources to promote student learning and creativity.

continued

Page 33: National imperatives

They endlessly improve their professional training, model

lifelong learning.

They display leadership in their school and professional community by promoting and signifying the effective use of digital tools and resources.

They also engage in local and global learning communities to explore creative applications of technology to improve student learning.

continued

Page 34: National imperatives

When the teacher is fully competent with the ICT

standards the teacher is able to arrange ICT resources efficiently in the classroom; plan and device lessons in which the purpose of ICT is clear.

.The needs, practises and abilities of learners are considered and their progress is regularly monitored, and the course of the lesson is taken into account; effectively integrate ICT into learning.

They monitor and evaluate the progress of the learner.

continued

Page 35: National imperatives

The teacher is able to use software applications to create

assessment instruments; monitor, evaluate and assess the use of ICT in teaching and learning.

The teacher is able to: integrate resources found on the Internet in planning lessons; use ICT to create files and documents to assist in personal planning, lesson planning, as well as classroom administration and management.

They apply child online safety measures and teach learners online safety skills; carry out a needs analysis on ICT infrastructure and skills requirements in their school.

continued

Page 36: National imperatives

A good teacher needs to continually develop more personally and better yourself as a teacher in order to give all your learners clear, beneficial, relevant and meaningful lesson and technology is an important essential tool in given your learners a meaningful lesson.

Conclusion

Page 37: National imperatives

Education for all by 2015, (EI Analysis)

Guidelines for Teacher Training and Professional Development in ICT.2007.

UNESCO-IICBA.2012ICT-Enhanced Teacher Standard for Africa (ICTETSA)

Learning for all: DFIDS Education Strategy .2010-2015.

Strategic Plan 2011 -2014

Iste.nests.t (advancing digital age teaching)

References

Page 38: National imperatives

Thank you!