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  • Introduction  In the 21st century we are known as the “information” era. Due to technologies rapid increase in growth we as educators need to keep up. In the past old curriculums were set out to ensure survival (basics for survival needs), with time, over the years this has changed a little, now our education systems have to keep up with modern technologies if we want our learners to become successful citizens. ICTs (Information and Communication Technology) is fast growing economics education, therefore in order to keep up we as educators need to have a clear understanding of what ICTs really are and what they consist or require from us. It is crucial that educators include technology into their teaching and learning. For example: computers, software, internet and networking. The Department of Education therefore needs to include educational technologies (ICTs) into their pre-service as well as in-service teacher training and developing.
  • Knowledge society agenda Knowledge society is “a society in which knowledge could be a force for changing society’’ (Prof. Cornu, B. 16/02/2013. Being a Teacher in the Knowledge Society. Slide 3). It is the ‘’growth and turn around in new technology and knowledge’’ (Knowledge Society available from www.gesci.org/.../Nigera. Accessed on the 05/02/2013.) by means of ICTs (Information and Communication Technologies) which is a  ‘’growing reality ’’ (Knowledge society: slide 33). The purpose of Knowledge society is to ensure teachers do not only focus on traditional ways of teaching but rather add a little more emphasis on the new ways of teaching with technology. ICTs are used to improve efficiencey, transform education and for ‘’intégrating technology through knowledge, new capacities, new communications and personal development (Prof. Cornu, B. 2013: Slide 4). It ‘’blurs the boundries between formal and inforaml education’’ (Hine, P. 2011. UNESCO ICT Competency Framework for Teachers. United Nations Educational, Scientific and Cultural Organization. Page 4) ensuring teachers development of new teaching meathods as well as allowing learners to learn better. It is the re-thinking of the required skills and competencies which learners need to survive. Teachers need to use technology effectively in their classrooms. There are trainning facilities to ensure each in-service teacher knows how to operate the différent types of technology before they can use it as a method of teaching and learning, this also needs to be incoperated into pre-sercive teacher training. Technology awearness is very important and must be used in order to ‘’support social development and improve economic productivity’’ (Hine, P. 2011:9), this includes class, peer and individual activities-with the use of technology to ensure better and more effective teaching and learning. If one is teaching at a very resorced school learners can then benift even more from thechnology teaching methods, not only will they also be toaugh in a manner that attracts them and keeps them interested but also one could make use of networking in order to communicate with their learners-all learners will have the nessesary equipment avalable in order to respond to you.
  • By learners having continuous access to the nessessary equipment such as ; computers and the internet teachers can tutor them online or share important information with them instaed of awaiting the next actually contact session, making it a lot faster and easier to communicate, ‘’ convenent but at the same time the face-to-face relationship between the teacher and the pupil remains essential’’ (Prof. Cornu, B. 2013: Slide 23).  Although using ICTs are very important and is the ‘’key tool for developing lifelong learning’’ (Prof. Cornu, B. 2013: Slide 30) teachers need to know when or when not to use technology for their class activities and présentations (usage must be appropriâte). For example one does not want to always make use of technology when teaching because then learners will loose the excitment of using technology to learn but at the same time one does not want to underuse it either. Always ensure there are avalable resorces/equatable access and reasorces for all learners (this includes computers, overherad projecters and/or the internet) before planning out your lesson.
  • Therefore “it is the responsibility of all educators and decision-makers around the world to help developing countries take part in the developments of ICT in Education” (Prof. Cornu, B. 2013: Slide 28), helping intergrate education ‘’into the real world’’ (Prof. Cornu, B. 2013: Slide 30).
  • The pervasiveness’ of technology is to ‘’accelerate the achievement of national education goals’’ (White Paper on E-education. 2004. Pfd document. Page 14) by means of E-education, in order to keep up with the continues educational shifts. The aim of education is to create a learning culture that keeps up to date with these kinds of (technological/society) changes. Education systems need to create learners who use their information effectively and keep up-to-date with advancing technology. E-education is the connecting of learners with teachers and visa versa. It is also providing professional support and platforms for better and more effective learning which needs to be integrated into our education systems, ensuring meaningful interaction, better employability and participation in FET institutions. It is the combination ‘’of pedagogy and technology in support of’’ (White Paper on E-education. 2004:14) educational reformation.
  • E-education supports larger systematic, pedagogical curriculum and assessment that reforms and aids to improve education by improving the use of technology (ICTs). The main challenge is to transform ones lesson content into learning activities by using E-education (ICTs) in order to meet (new) educational objectives. E-education is about having the ability to apply ICTs to communicate (information) and create new knowledge. It has also become a necessity in order to function in a technological society.
  • This can be used to assist “whole-school development” White Paper on E-education. 2004:14), for example it can benefit ones management and admin systems, increase productivity and creativity, learning environments, engagement as well as the academic relationship between teachers and learners communication. This does not only benefit the “whole-school development” (White Paper on E-education. 2004:14), but also giving learners that lifelong learning effect, giving them the mind to create great inventions from them, teaching them to be active and critical.
  • Then you also get E-learning, which is flexible learning using the ICT resources for accessing information and integrating between teachers and learners as well as integration within ones online community. Also used to collaborate learning, “production of materials, resources and learning experiences” (White Paper on E-education. 2004:15). E-learning also entails the use of software, telecommunications, the internet, etc.
  • E-education accommodates and can help learners with learning barriers by providing “expanded opportunities and individualized learning experiences” (White Paper on E-education. 2004:16) therefore promoting inclusive education and redressing inequalities from the past. It plays a very important role in education transformation and training, and helps direct teachers away from traditional teaching and learning to a more modern way of teaching and learning.There is sufficient evidence that ICTs have a positive result, such as improvement in learner achievement, in application, production, learners have a greater capability of managing their learning and educators are able to promote the rapid achievements of learners with learning barriers.
  • It is great for accessing information in order to better ones knowledge about something, inquiry as well as for the use of an in depth investigation. Amongst these it also improves creativity, ones thinking skills, problem solving, decision making and communication.Clearly E-education is a great way to help our education systems achieve a lot more than they are now. It ensures education systems are within its current educational shift. I strongly promote E-education to be enforced in all schools, creating better learning opportunities not just for average learners and teachers but also to help those learners with learning barriers.
  • “Education for All” goals. Over the years education for all has made some progress, it increased enrollment and expansion of free primary education but the six goals of “education for all” which were meant to be achieved by early 2005, were not met causing the time period to therefore be extended to 2015. It has the “potential to transform the lives of millions of children, youth and adults around the world” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008. Pfd document. Page 2). The six “education for all” goals are as follows:
  • The six “Education for all goals” are: to expand early childhood care and education, provide free and compulsory primary education to all, promote learning and life skills for young people and adults, increase adult literacy by 50 percent, achieve gender parity by 2005 and gender equality by 2015, and lastly to improve the quality of education.
  • Finance to help achieve these six goals “grew between 2001 and 2004 has declined once again” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008:3), therefore the quality, “education for all” goal has not been addressed yet and neither has the goals for “gender parity by 2005” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008:2). Due to the lack of finances there are so many unqualified and underpaid teachers who lack primary and sufficient educational prospects which lead to degradation of quality education-hired by The Department of Education to increase teacher workforce.
  • The lack of quality education has been recognized but is yet to be rectified. Regarding the class size issue, the smaller the class is the better teacher-learner interaction, the bigger the class the less teacher-learner interaction, this has a huge impact on the quality of education, therefore it should be seen to that teachers are qualified and/or get the required training to help make teaching and learning more effective. The Department Of education, together with the government should work on teachers’ salary increase so that there are not that many strikes anymore, causing learners to lose a lot of learning time.
  • In order for us to move forward we have to expand and “improve early childhood education and care” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008:4), this goal is “largely neglected” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008:4). Early childhood education
  • Early childhood education care contributes to children’s early stages of physical, mental, social and emotional development, preparing them for their schooling career (which is crucial). Many see education for the young (0-3years) as the responsibility of their families/”private providers” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008:4). Very few countries having funding or facilities for this kind of childhood education, this needs to be rectified.
  • One cannot stop at primary education as it is not enough to survive out in the real world anymore. Most countries have unequal learning opportunities, which results in low achievement in math and language, and the shortage of textbooks do not make the achievement of these goals any easier.
  • Quality education has a “stronger link to economic growth than quantity of education” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008:10) but at the same time the expansion of education does not reduce inequality. The achievement of gender parity and gender equality should be achieved by primary to secondary schooling level but most of the time is not, therefore “strategies to achieve parity needs further development” (EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008:12). A great start could be the elimination of gender biaisty in textbooks and classrooms as well as including girls in education (stop excluding the female gender).
  • To promote learning and life skills for young people and adults, one should do so in their mother tongues because people learn better when they understand the language they are being taught in. They should also be provided the necessary equipment/resources, recognize their educational right and have teachers with adequate teaching, training and cultural sensitivity.
  • Multicultural societies need cultural and age appropriate resources. The loss of teachers due to HIV/AIDS does not help the teacher shortage crises. Free public education is essential due to the fact that many cannot afford it, therefore we need to make “education for all” our top priority.
  • Although progress remains insufficient, there are some improvements (in some aspects). Unfortunately this is not enough, there are too many failures and underachievement’s all round. For example, the employment of unqualified teachers, the unresolved inequalities in education, and the inability to expand childhood care facilities.
  • These issues need to be rectified along with extreme consultation to get more finance available for free public education. Only once these promises become a reality will we achieve “education for all”. Our next target is 2015.
  • Present future national strategic objectives All teachers (in-service and pre-service), managers and administrators should “have the knowledge, skills and support” (White Paper on E-education. 2004:25) needed in order to integrate ICTs into their “teaching and learning” (White Paper on E-education. 2004:25). The Department of Education needs to “develop a national framework” (Whit paper 7: 25) for the mere purpose of integration of ICTs, making them “flexible tools for teaching and learning” (White Paper on E-education. 2004:25). Not forgetting many workshops to help in-service teachers to understand and be able to use ICTs effectively,
  • “the challenge is for managers and teachers to operate with highercompetencies, without falling too much back on the initial ones” (White Paper on E-education. 2004:25), ongoing support and knowledge from “professional and technical support” (White Paper on E-education. 2004:26) with the help of various teachers can ensure confidence into the use of ICTs in their school. Within a “learner focused” (White Paper on E-education. 2004:25) approach, there will be an outside member of staff to keep track and manage ICTs and its usage in schools.
  • This will encourage teachers to use ICTs in their day-to-day learning activities, improving everyday teaching and learning. There should be sufficient funding for ICTs in very school. Educational leaders should see “ICTs as an essential transformative tool for education and training, and individually promote and support the use of ICTs in his/her institution” (White Paper on E-education. 2004:26) in order to improve our education systems.  The Department of Education will give away an award, which will be shared “with the wider teaching community” (White Paper on E-education. 2004:26), inspiring teachers and individuals to be more creative and use ICTs in their teaching and learning on a day to day basis.
  • The improvement of quality education has a strategic plan that “outlines the over-arching goal of improving the quality of learning and learner achievement and sets out the key strategic priorities of the Department” (Strategic Plan 2011-2014. 2011. Pfd document. Page 3). There is also a “crucial leadership, policy making and monitoring responsibility” (Strategic Plan 2011-2014. 2011:3) in order to improve quality education achievement ensuring lifelong learning and growth, effective teaching and learning, development and ones well-being. There are many schools failing to achieve good pass rates, “the purpose is not to punish the management, teachers and learners, but to provide the right combination of incentives, support and resources that will help accelerate the changes needed to improve the quality of education” (Strategic Plan 2011-2014. 2011:3) in these schools.
  • For example, provide them with textbooks and qualified teachers. In concern to this, a four-pronged approach has been developed: improve quality of education, standard assessments and systemic evaluations, Grade R to be universalized and that it provides quality programs for the necessary problems (“socio-economic deprivation and low family literacy” (Strategic Plan 2011-2014. 2011:4)), and turning around poor, dysfunctional schools by improving systems at a “provincial and national level” (Strategic Plan 2011-2014. 2011:4).
  • There are five key interventions; teacher development, learner support materials, annual national assessments, district development and accelerated schools infrastructure delivery initiative (ASIDI).
  • Teacher development will be intensified, paying particular attention to those underperforming schools. Learner support materials, there is a need for more focus on the “Triple T- Teachers, Text and Time” (Strategic Plan 2011-2014. 2011:4), make more of an effort to provide “high-quality workbooks” (Strategic Plan 2011-2014. 2011:4), and ensuring all learners are provided with textbooks for every subject. Annual National Assessments, which for literacy and numeracy will be “internationally benchmarked” (Strategic Plan 2011-2014. 2011:5), the District Development will strengthen the support and development as well as working on improving mediation in classrooms in order to promote quality “teaching and learning” (Strategic Plan 2011-2014. 2011:5).
  • Lastly we have the Accelerated Schools Infrastructure Delivery Initiative (ASIDI), to ensure “sound infrastructure” (Strategic Plan 2011-2014. 2011:5), focuses on teacher-learner functioning environments, it also focuses on the Action Plan of 2014 and Schooling of 2025. The main aim would then be to eliminate the “unsafe structures and to provide improved resources, laboratories libraries, existing buildings within the school,” (Strategic Plan 2011-2014. 2011:5) etc.  There will be reports and continuous monitoring “on the state [of] basic education” (Strategic Plan 2011-2014. 2011:5), therefore tracking the progress. There are three cornerstones to the strategy, which are as follows;
  • which are as follows; the involvement of stakeholders, ensuring more collaboration between “national and provincial” (Strategic Plan 2011-2014. 2011:5) government sectors and in order “to safeguard the well-being of learners and educators” (Strategic Plan 2011-2014. 2011:5). The vision of the strategic plan is to ensure lifelong learning, education and training in order to improve the quality of education and our lives. The mission would be working together to create relevant quality education. The values of our strategic plan consist of people who uphold “the constitution, being accountable to the government and the people of South Africa” (Strategic Plan 2011-2014. 2011:8), excellence in performance, professionalism as well as in everything we do (“including being fair, ethnical and trustworthy (Strategic Plan 2011-2014. 2011:8)). It also concentrates on teamwork within education (being open and supportive), creating learning for personal growth by sharing “knowledge and information” (Strategic Plan 2011-2014. 2011:8) with each other
  • other and lastly innovation; training and “seeking ways to achieve our goals (Strategic Plan 2011-2014. 2011:8). There has been many policies and legislations created to help create the framework in order to transform education and training. There are a number of barriers that challenge the improvement of quality education, such as the quality of each learner outcome in every grade, the “quality and quantity” (Strategic Plan 2011-2014. 2011:18) of learning materials. The quality of tests and exams are not up to standard and lastly the quality of support from the district and staff is not sufficient. These barriers/challenges need to be seen to in order to improve our education systems. There are five strategic goal-programmers,
  • improving the quality of teaching and learning, undertaking regular assessments in order to track progress, improve early childhood development, ensure a reliable outcomes-focused planning and accountability system and improvements in the capacity of the Department of Basic Education. All the above mentioned aspects are set out to help and improve the quality of education. It is important to instill these aspects in pre-service teachers before they qualify as well as into in-service teachers training workshops to ensure we can all work together with ICTs and learners in order to improve the education quality in South Africa.
  • Highlight the broad aims of the various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitude There are five elements that highlight the aims of national and international initiatives, in regard to continuous professional development of teachers in regard to ICTs and professional aptitude. This also relates to knowledge, skills, values and attitude towards ICTs. The five elements are as follows: the entry level – teachers know how to use computers and are computer literate, the adoption level – teacher is able to “use various ICTs,including computers, to support traditional management, administration, teaching and learning” (Guidelines for Teacher Training and Professional Development in ICT. 2007. Pfd document. Page 9)
  • and “is able to teach learners how to use ICT” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9), the adaption level – teacher is able to use ICTs in everyday classroom activities “at an appropriate NSC level” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9) as well as being able to assess the progression and have a critical reflection on how ICTs increase productivity. Then we have the appropriation level – teachers have a complete understanding of the contribution, development and structure that ICTs have on everyday teaching and learning, the teacher also has the experience, confidence and “can reflect on how ICTs influence teaching and learning strategies” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9), and be able to “use new strategies” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9),
  • finally we come to the innovation level – teacher can create new learning environments by using ICTs as a flexible tool to enforce collaborative learning and better interactions between teachers and learners, ICTs must be integrated for “whole-school development” and must create a learning experience that influences “the power of technology” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9). Knowledge, skills, values and attitude towards ICTs using the five elements; teachers are willing and “eager” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9) to use ICTs in their teaching and learning and are aware of the various application, terminology, availability, search strategies, “health, social, safety and ethical issues” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9), (Entry level).
  • Teachers know and believe ICTs “contributes to and can change teaching, learning and administration” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9), can differentiate the different uses, values and applications, “understand the value of professional-looking documentations/ presentations” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9) and find strategies to address issues, such as safety social and ethical issues, using ICTs (Adoption level). The Adaption level states that the teacher should have an open mind, “flexibility and vision to explore the potential of ICT” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9) within the curriculum, he/she knows how to use ICTs appropriately, adapts teaching strategies using ICTs, also considers the issues (health, safety, etc.) and is able to transfer this knowledge to learners. Teachers find and take opportunities to integrate ICTs into everyday teaching and learning, confidently and positively, “understands the educational value and potential of ICT in teaching and learning” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9),
  • the teacher understand the roles of ICTs (communication, collaboration and cooperation) in teaching land learning, seeks information/opportunities to update ICT skills, support and “reflect on practice” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9) with ICTs (Appropriation level). Finally we have the Innovation level which states that teachers should have the “confidence, flexibility and vision to develop new learning approaches” that use and understand ICTs “is essential for whole-school development” (Guidelines for Teacher Training and Professional Development in ICT. 2007:9).
  • Therefore all five elements should be taken into consideration when trying to improve the quality of education in S.A in regard to ICTs. Knowledge, skills, values and attitude towards ICTs in collaboration with the five elements are extremely important when trying to use ICTs appropriately to improve our education systems. Only once these aspects have been fulfilled will we have reached our goal of quality education. If we all work together we can achieve anything.
  • Reference List  EFA Global Monitoring Report: Education for all by 2015- Will we make it?. 2008. Pfd document. Guidelines for Teacher Training and Professional Development in ICT. 2007. Pfd document. Hine, P. 2011. UNESCO ICT Competency Framework for Teachers. United Nations Educational, Scientific and Cultural Organization. Knowledge Society available from www.gesci.org/.../Nigera. Accessed on the 05/02/2013. Prof. Cornu, B. 16/02/2013. Being a Teacher in the Knowledge Society. Strategic Plan 2011-2014. 2011. Pfd document. White Paper on E-education. 2004. Pfd document.

Transcript

  • 1. Technological Developmentwithin Teaching and Learning.Assignment 1: PFS3A10 2013
  • 2. We are known as the “information” era.Technology is growing very fast.Education systems need to keep up.Information and Communication Technology (ICTs)needs to be integrated into teaching and learning.ICTs need to be included into in-service and pre-service teaching and learning.Examples: computers, software, internet andnetworking, etc.Introduction
  • 3. “Growth and turn around in new technology” (KnowledgeSociety available from www.gesci.org/.../Nigera. Accessed onthe 05/02/2013.).Knowledge and use of ICTs.It „‟blurs the boundries between formal and inforaml education‟‟(Hine, P. 2011. UNESCO ICT Competency Framework forTeachers. United Nations Educational, Scientific and CulturalOrganization. Page 4)Out with the old (traditional ways) and in with the new.Knowing how to use technology effectively in classrooms.Good resourced schools benefit most from it.Knowledge Society Agenda
  • 4. Helps to promote lifelong learning.Makes communicating faster and easier.However, „‟face-to-face‟‟ (Prof. Cornu, B. 2013:Slide 23) teacher-learner relationships are stillvery important.Knowing when it is appropriate or not to use ICTsin teaching and learning.Always ensure that the necessary resources areavailable.We need to help integrate education-into theworld out there.
  • 5. Always ensure that the necessary resources areavailable, for example book the overhead-projector orcomputer lab before hand.Helps increase productivity and creativity.Helps learners with learning barriersFocuses on inclusive educationWe need to help integrate education into the world outthere.
  • 6. E-education.Keeping up with the continues educational shifts.Creating learners who use information effectivelyand keep up-to-date with the technologicaladvances.Connecting of teachers and learners with each other.Providing professional support and platforms,creating better employability and participation inFET institutes.Pervasiveness of technology
  • 7. Combines pedagogy and technology inorder to reform education.Improve education by using ICTs.Main challenge is to transform ones lesson contentand leaning activities by using ICTs to meet neweducational objectives.Ability to apply ICTs
  • 8. Usage of ICTs are a necessity in order to function in atechnological society.Used to assist “whole-school development” WhitePaper on E-education. 2004:14).Benefits management and admin systems.Increases productivity, creativity, learningenvironments and engagement.Also increases academic communication betweenteachers and learners.Gives learners lifelong learning effect.Gives a mind set of continues invention, being activeand critical.
  • 9. Then you get E-learning which emphasizes the use of E-education.Flexible learning using ICTs.Used also to collaborate learning, “production of materials,resources and learning experiences” (White Paper on E-education. 2004:15).Entails the use of software, telecommunications, theinternet, etc.Accommodates and helps learners with learning barriers.E-Learning
  • 10. Promotes inclusive education by providing“expanded opportunities and individualized learningexperiences” (White Paper on E-education. 2004:16)Redresses inequalities of the past.Important in education transformation and training.Taking teachers away from old (traditional) teachingto a more modern way of teaching and learning.Sufficient evidence that ICTs have a positive result,improves learner achievement in: application andproduction.
  • 11. Learners become more capable of managing their ownlearning.This method is great for accessing information, inquiry andinvestigations.Also improves creativity, thinking skills, problem solving,decision making and communication.E-education helps education systems achieve a lot more.Ensures we are within the current educational shift andshould be enforced in all schools.
  • 12. There has been some progress, in enrollment andexpansion of free primary education.There are Six “education for all” goals.These where not all met in 2005 causingthe date to expand to 2015.It has the “potential to transform the lives of millionsof children, youth and adults around the world” (EFAGlobal Monitoring Report: Education for all by 2015-Will we make it?. 2008. Pfd document. Page 2).The Six goals are:“Education for all” goals.
  • 13. 1. To expand early childhood care and education,2. Provide free and compulsory primary education toall,3. Promote learning and life skills for young peopleand adults,4. Increase adult literacy by 50 percent,5. Achieve gender parity by 2005 and gender equalityby 2015,6. To improve the quality of educationSix “Education for all” goals
  • 14. Finance to help achieve these six goals “grewbetween 2001 and 2004 has declined once again”(EFA Global Monitoring Report: Education for all by2015- Will we make it?. 2008:3).Therefore many goals have not been met yet.Lack of finance means more underpaid andunqualified teachers.Unqualified teachers are hired in order to increase thework force, by The Department of Education.This leads to degrading of the quality of education.
  • 15. Lack of quality education has been recognized but notyet rectified.Class size: the smaller the class, better teacher-learnerinteraction. The bigger the class the less teacher-learner interaction.This has a huge impact on the quality of education.Essential that teachers in/pre-service are qualified andshould get the required training in order to ensureeffective learning takes place.
  • 16. Teachers salaries should be increased.Decreasing the number of strikes for the abovementioned matter, so that learners do not lose thatlearning time.In order to move forward we have to expand and and“improve early childhood education and care” (EFAGlobal Monitoring Report: Education for all by 2015-Will we make it?. 2008:4).This is “largely neglected” (EFA Global MonitoringReport: Education for all by 2015- Will we make it?.2008:4).Early childhood education contributes to childrensearly stages of development.
  • 17. Such as: physical, mental, social and emotionaldevelopment.This prepares them for their schooling career(crucial).Many people see education for 0-3 years as theresponsibility of their families or „‟private providers”(EFA Global Monitoring Report: Education for all by2015- Will we make it?. 2008:4).Very few countries with funds and facilities for this.This needs to be rectified.
  • 18. Primary education is not enough, cannot stop here.It is not enough to survive out in the real worldanymore.Most counties have unequal learning opportunitieswhich results in low achievement, especially in mathand language.Shortage of textbooks does not make achievement ofthese goals any easier.
  • 19. Quality education has a “stronger link to economicgrowth than quantity of education” (EFA GlobalMonitoring Report: Education for all by 2015- Will wemake it?. 2008:10)Expansion of education does not reduce inequalities.Achievement of gender parity and gender equality shouldbe achieved by primary to secondary schooling level.Most of the time is not, strategies to achieve these goalsneed further development.Start by eliminating gender biasty in textbooks andclassrooms,And including girls in education. Stop exclusion andpromote inclusion.
  • 20. Promote learning and life skills for young peopleand adults in mother toung languages.People would understand and learner better.Provide necessary equipment/resources.Recognize educational rights.Have teachers with adequate teaching, trainingand cultural sensitivity.
  • 21. Multicultural societies need cultural and ageappropriate resources.Loss of teachers due to HIV/AIDS does not help theteacher shortage crises.Free public education is essential .Many people cannot afford education.Therefore we need to make “Education for all” ourtop priority.
  • 22. Progress remains insufficient,There are some improvements.Unfortunately not enough.Too many failures and underachievements.For example, employment of unqualified teachers,Unresolved inequalities in education,
  • 23. And the inability to expand childhood care facilities.All these issues need to be rectified.Along with the extreme consultation in order to getmore finance available for free public education.Only once these promises have become a reality willwe actually achieve “education for all”Our next target is 2015.
  • 24. All teachers (in-service and pre-service), managers andadministrators should “have the knowledge, skills andsupport” (White Paper on E-education. 2004:25) needed inorder to integrate ICTs into their “teaching and learning”(White Paper on E-education. 2004:25).We need to “develop a national framework” (Whit paper 7:25) in order to ensure implementation of ICTs.Making them “flexible tools for teachingand learning” (White Paper on E-education. 2004:25).We must have workshops for in-service teachers, to helpthem understand and know how to use ICTs effectively.Present future national strategicobjectives.
  • 25. The challenge “is for managers and teachers to operatewith higher competencies, without falling too muchback on the initial ones” (White Paper on E-education.2004:25).There should be ongoing help, technical support andknowledge from professionals out of ones school staff.This outside help and support will encourage the use ofICTs.Therefore improving everyday teaching and learning.
  • 26. Must have sufficient funding.ICTs are „‟essential transformative‟‟(White Paper on E-education. 2004:26)tools.All educators should use and promote ICTs, inorder to improve our education systems.There will be an award given for the most effectiveusage of ICTs, which will be shared “with thewider teaching community” (White Paper on E-education. 2004:26).Inspiring all to be more creative and useICTs on a day-to-day basis.
  • 27. The improvement of quality education has a strategic planthat “outlines the over-arching goal of improving the qualityof learning and learner achievement and sets out the keystrategic priorities of the Department” (Strategic Plan 2011-2014. 2011. Pfd document. Page 3).Strong leadership, policy making and monitoringresponsibility” (Strategic Plan 2011-2014. 2011:3)in order to achieve lifelong learning and qualityeducational growth,Effective teaching and leaning and the development of oneswell-being.Many schools failing to achieve good pass rates, “thepurpose is not to punish the management, teachers andlearners, but to provide the right combination of incentives,support and resources that will help accelerate the changesneeded to improve the quality of education” (Strategic Plan
  • 28. For example, provide them with textbooks andqualified teachers.Four-pronged approach:Improve quality of education,Standard assessments and systemic evaluations,Grade R to be universalized and that it providesquality programs for the necessary problems “socio-economic deprivation and low family literacy”(Strategic Plan 2011-2014. 2011:4),And turning around poor, dysfunctional schools byimproving systems at a “provincial and national level”(Strategic Plan 2011-2014. 2011:4).
  • 29. Then there are five key interventions:Teacher development,Learner support materials,Annual national assessments,District developmentAnd accelerated schools infrastructure delivery initiative(ASIDI).Five Key Interventions
  • 30. Teacher development intensified, paying more attentionto underperforming schools.Learner support martialsMore focus on the “Triple T- Teachers, Text and Time”(Strategic Plan 2011-2014. 2011:4).Make more of an effort to provide “high-qualityworkbooks” (Strategic Plan 2011-2014. 2011:4).Ensure textbooks for all subjects.Strengthen the support and development as well asworking on improving mediation in classrooms in orderto promote quality “teaching and learning” (StrategicPlan 2011-2014. 2011:5).
  • 31. Ensure “sound infrastructure” (Strategic Plan 2011-2014.2011:5).Focus on teacher-learner functioning environments.Aim: eliminate “unsafe structures and to provideimproved resources, laboratories libraries, existingbuildings within the school,” (Strategic Plan 2011-2014.2011:5) etc.Continuous monitoring and reports on productivity.There cornerstones:
  • 32. Involvement of stakeholders, ensuring morecollaboration between “national and provincial”(Strategic Plan 2011-2014. 2011:5), government sectorsand in order “to safeguard the well-being of learners andeducators” (Strategic Plan 2011-2014. 2011:5).Vision: ensure lifelong learning, education and trainingin order to improve the quality of education and ourlives.Mission: working together to create relevant qualityeducation.Values: upholding the constitution, being accountableto the government and the people of South Africa”(Strategic Plan 2011-2014. 2011:8),Also concentrates on team work within education andgrowth (personal and educational).
  • 33. “seeking ways to achieve our goals (Strategic Plan2011-2014. 2011:8).Many policies and legislationsNumber of barriers /challenges to improve qualityof education.Such as: quality of each learner outcome in everygrade, learning materials and quality of tests andexams, etc.Barriers need to be rectified in order to improveeducation systems.Five strategic goal-programmers:
  • 34. Improving the quality of teaching and learning,undertaking regular assessments in order to trackprogress, improve early childhood development,ensure a reliable outcomes-focused planning andaccountability system and improvements in thecapacity of the Department of Basic Education.All these aspects set out to improve educationsystemsImportant to instill them already in pre-serviceteachers, andMake sure in-service teachers get the appropratetraining.We all must work together along with the use of ICTsto improve the quality of our education in S.A.
  • 35. Five elementsAlso related to the knowledge, skills, values and attitudetowards ICTs.Five elements are as follows:The entry level – teachers know how to use computersand are computer literate,The adoption level – teacher is able to “use various ICTs”(Guidelines for Teacher Training and ProfessionalDevelopment in ICT. 2007. Pfd document. Page 9) in orderto support teaching and learning.The broad aims of the various national and internationalinitiatives regarding continuous professional developmentof teachers with regard to teacher competency standardsrelating to ICTs and professional aptitude.
  • 36. And “is able to teach learners how to use ICT”(Guidelines for Teacher Training and ProfessionalDevelopment in ICT. 2007:9),The adaption level – teacher is able to use ICTs ineveryday classroom activities, able to assess theprogression and have a critical reflection on how ICTsincrease productivity.The appropriation level – teachers have a completeunderstanding of the contribution, development andstructure that ICTs have on everyday teaching andlearning, experience, confidence and “can reflect onhow ICTs influence teaching and learning strategies”(Guidelines for Teacher Training and ProfessionalDevelopment in ICT. 2007:9), and be able to “use newstrategies” (Guidelines for Teacher Training andProfessional Development in ICT. 2007:9),
  • 37. Innovation level – teacher can create new learningenvironments with the use of ICTs. ICTs must beintegrated for “whole-school development” and mustcreate a learning experience that influences “the powerof technology” (Guidelines for Teacher Training andProfessional Development in ICT. 2007:9).Using the five elements in collaboration withknowledge, skills, values and attitude towards ICTs .Teachers are willing and “eager” (Guidelines forTeacher Training and Professional Development in ICT.2007:9) to use ICTs in teaching and learning, are awareof the various application, terminology, availability,search strategies, “health, social, safety and ethicalissues” (Guidelines for Teacher Training andProfessional Development in ICT. 2007:9), (Entry level).
  • 38. Teachers know and believe ICTs “contributes to and canchange teaching, learning and administration” (Guidelines forTeacher Training and Professional Development in ICT.2007:9), differentiate the uses, values and applications,understand professional part of ICTs and find strategies toaddress issues, such as safety social and ethical issues, usingICTs (Adoption level).Adaption level - teacher should have an open mind, “flexibilityand vision to explore the potential of ICT” (Guidelines forTeacher Training and Professional Development in ICT. 2007:9)within the curriculum, can use ICTs appropriately, use ICTs forteaching, also considers the issues (health, safety, etc.) and isable to transfer this knowledge to learners.Teachers find and take opportunities, integrate ICTs intoeveryday teaching and learning, confidently and positively,“understands the educational value and potential of ICT inteaching and learning” (Guidelines for Teacher Training andProfessional Development in ICT. 2007:9),
  • 39. The teacher understand the roles of ICTs(communication, collaboration and cooperation) inteaching and learning, seeksinformation/opportunities to update ICT skills, supportand “reflect on practice” (Guidelines for TeacherTraining and Professional Development in ICT. 2007:9)with ICTs (Appropriation level).Innovation level - teachers should have the“confidence, flexibility and vision to develop newlearning approaches” Guidelines for Teacher Trainingand Professional Development in ICT. 2007:9) that useand understand ICTs,“is essential for whole-school development”(Guidelines for Teacher Training and ProfessionalDevelopment in ICT. 2007:9).
  • 40. Five elements must be considered in order to improvequality education.In collaboration with the knowledge, skills, values andattitude towards ICTs.Very important when trying to achieve qualityeducation.Will only be achieved if we all work together.If we work together we can achieve anything.
  • 41. EFA Global Monitoring Report: Education for all by 2015- Will wemake it?. 2008. Pfd document.Guidelines for Teacher Training and Professional Development inICT. 2007. Pfd document.Hine, P. 2011. UNESCO ICT Competency Framework for Teachers.United Nations Educational, Scientific and Cultural Organization.Knowledge Society available from www.gesci.org/.../Nigera.Accessed on the 05/02/2013.Prof. Cornu, B. 16/02/2013. Being a Teacher in the KnowledgeSociety.Strategic Plan 2011-2014. 2011. Pfd document.White Paper on E-education. 2004. Pfd document.Reference List