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Technological Developmentwithin Teaching and Learning.Assignment 1: PFS3A10 2013
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
“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
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.
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.
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
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
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.
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
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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,
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.
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.
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.
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.
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
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).
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
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).
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:
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).
“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:
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.
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.
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),
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).
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),
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).
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.
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