National imperatives

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  • A society is a group of people connected to each other through tireless relations while sharing the same geographical or virtual territory, this group of people is focused to the same political authority and dominant cultural expectations. These human societies are characterized by patterns of relationships between individuals who share different cultures and institutions that keep them interact with each other at all times as a unit moving forward to achieve one common goal through collective intelligence.
  • Information can be regarded as facts, comments, opinions, expressed through words, images and sounds. Information can even be recorded as signs or transmitted as signals, thus information can be stored and circulated amongst a group of people; the society. On the other hand, knowledge is the output of the reconstruction of information by a person or a group of people, according to past experiences and contexts. Thus knowledge depends on the person. In simple terms, information can be transmitted, and knowledge must be acquired and constructed.
  • Information can be regarded as facts, comments, opinions, expressed through words, images, sounds. Information can even be recorded as signs or transmitted as signals, thus information can be stored and circulated amongst a group of people; the society. On the other hand, knowledge is the output of the reconstruction of information by a person or a group of people, according to past experiences and contexts. Thus knowledge depends on the person because it is an understanding that germinates from combination of data, information, experience, and individual interpretation.In simple terms, information can be transmitted, and knowledge must be acquired and constructed..
  • In a society you also find two different types of societies, the first one is the Information society, which it’s a society where information is a good or a product that one can exchange, buy, sell, store, transport, process. This is called the society of the digital divide. The second one is the knowledge society, a human society in which knowledge should bring justice, solidarity, democracy, peace. This is a society in which knowledge could be a force for changing society. This is a society which should provide universal and equitable access to information (UNESCO).
  • In a society you also find two different types of societies, the first one is the Information society, which it’s a society where information is a good or a product that one can exchange, buy, sell, store, transport, process. This is called the society of the digital divide. The second one is the knowledge society, a human society in which knowledge should bring justice, solidarity, democracy, peace. This is a society in which knowledge could be a force for changing society. This is a society which should provide universal and equitable access to information (UNESCO). The most important property in this society is now intellectual property (intelligence), not physical property. People in this society are lifelong learners.
  • Expanding quality education for all, increasing community access to information and communication technology, requires the knowledge society to be built through integrating information communication Technology. Thus 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.
  • Education in a networked society, were each and every edge is vital, thus Collective intelligence is important. Education needs networks of knowledge for the benefit of the society’s survival. This can be done through collaborative work. The links contribute to the elaboration and acquisition of knowledge, because new knowledge is constructed and shared quickly through the communication used in a network. In classroom context means that new teaching, new learning, new tools, new resources, new pedagogies, and new teaching profession take place.
  • Technologiesare central to the changes that are taking place throughout the whole world, specifically technologies have a major effect in our schools and classrooms and they dramatically have changed the learningand teaching process. Thus new learning opportunities are opened up and there is also provisions for access to educational resources, and this access is well beyond those traditionally known.
  • Information and communication technologies ((ICTs) represent the convergence of information technology and communication technology. ICTs are the combination of networks, hardware and software as well as the means of communication, collaboration and engagement that enable the processing, management and exchange of data, information and knowledge (DoE White Paper 7).
  • The spread of technology use throughout the whole world especially in classrooms make the learning and teaching process different from the traditional process. Learners get the opportunity to study, construct and acquire knowledge while they are enjoying using the technology provided. In the South African context, this is evident through the concept of e-Education. This concept of e-Education revolves around the use of Information Communication Technologies to accelerate the achievement of national education goals. e-Education is about connecting learners and teachers to each other and to professional support services, and providing platforms for learning. e-Education will connect learners and teachers to better information, ideas and one another via effective combinations of pedagogy and technology in support of educational reform. e-Education views Information Communication Technologies as a resource for reorganising schooling, and a tool to assist schools develop to their full potential.
  • On the other hand e-learning is another flexible type of learning that uses information communication technology resources, tools and applications to enhance learning in the in school and in life after school. e-Learning is the use of technology to enable people to learn anytime and anywhere. e-Learning can include training, the delivery of just-in-time information and collaborative learning. You know that people learn in many different ways and at different times. To support these different learning needs, you will need different e-learning delivery methods through different technologies like internet, CD-ROM, software. Additionally, you will need a way to develop and manage e-learning. No single e-learning method is best for every learning need. You will most likely need to use several e-learning technologies as well as traditional learning methods. 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.
  • Education for all is a phrase that has goals it has aims to ensure that every school has access to a wide choice of diverse, high-quality educationwhich will benefit all learners and local communities. The goals presented by the initiative will enhance lifelong learningand 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 goals are to expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.Ensure that by 2015 all children, particularlygirls, 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 learningand life-skills programs.Achieve a 50 % improvement in adult literacy by 2015, especially for women, and equitable access to basic and continuing education for alladults.Eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by 2015, with a focuson ensuring girls' full and equal access to and achievement in basic education of good quality.Improve all aspects of the quality of education andensure the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy andessential life skills.
  • According to the Department of Basic Educations strategic plan 2011 – 2014, the Government has agreed on certain outcomes as their main focus ofwork between now and the near future and the government has made Education the most top important priority . It has placed education and skills development at the centre of this administration’s priorities . One of their achievementOutcome is to improved quality of basic education, therefore this is central to this Strategic Plan. Thus creating better chances of achieving high good quality education for all. To ensure effective teaching and learning, the focus of their strategies are geared towards the learners,the teachers and the schools and, further more to provincial administrations of education, including districtmanagement . 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. The Department of basic education will continue todemand accountability for results, particularly in chronically failing schools . The main 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 in those schools.
  • The quality of education for the majority of black children remains poor. Poor quality education not only denies many learners access toemployment but it also affects the earnings potential and career mobility of those who do get jobs, and reduces the dynamism of south African businesses. Improving the quality of education requires careful management, support from all interested parties and time. 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 tocontribute towards rising incomes, higher productivity and the shift to a more knowledge intensive economy. A wider system of innovation that will ensure the continuity of innovation. The holistic view of our future national strategic objectives is evident through our vision and mission. 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. Working together with provinces, our mission is to provide relevant and cutting edge quality education for the 21st century of a peaceful, prosperous and democratic South Africa.
  • Teachers play a very crucial role in the education system of South Africa as they are the agents of changeand the biggest challenge that teachers are currently faced with in our country is that, the are many teachers who are in the profession but they do not possess the right qualifications that are needed for the profession. That is why the government needs take initiative in order to develop our educators of the country; especially in the field of Mathematics and Science. There should be workshops in place that will develop and train the teachers especially in the field of Science, Mathematics and Technology. From the previous curriculums that were formulated we learned that societies needs to learn something that is related to their current surrounding they are living, the curriculum must cater for their needs, relating to our current situation, the curriculum should acknowledge the existence and use of technology, if not, it should be transformed or reconceptualised. Another objectives is to increase adult literacy because we as a country are faced with a huge number of illiterate groups of people in our society, the government aims to improve that by offering workshops that will improve the lives of people. The government has also funded certain schools where elderly people can go and try to improve their numeracy skills so that we can be a better society.
  • The further education and skills development needs to give learners clear and meaningful education especially when it come to terms with further education especially for learners who have obtained low marks in the National Senior certificate. They need to offer meaningful further education because we know that we have adults who did not have access to proper education. As a country we also have a high number of drop- outs rates in the country
  • Teachers are central to the implementation of any given curriculum in any country. The challenge for teacher development in ICT is to provide teachers with the necessaryknowledge, skills and understanding to successfullyintegrate ICT into everyday educational practices in a meaningful way. There are key principles to be followed in the professional development programmes for teachers, which is 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. 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.
  • The use of new technologies in education implies new teacher roles, new pedagogies and new approaches to teacher education.The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in new ways, to merge new technology with a new pedagogy, to develop socially active classrooms, encouraging co-operativeinteraction, collaborative learning and group work. This requires a different set of classroom management skills. The teaching skills of the futurewill include the ability to develop innovative ways of using technology to enhance the learning environment, and to encourage technology literacy,knowledge deepening and knowledge creation. Teacher professional learning will be a crucial component of this educational improvement.However, professional learning has an impact only if it is focused on changes in teaching. Teachers need facilitate and inspire student learning and creativity teachers 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-faceand virtual environments.
  • Design and Develop Digital Age Learning Experiences and Assessments-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. identified in the NETS·S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. They must endlessly improve their professional training, model lifelong learning, and display leadership in their school and professional community by promoting and signifying the effective use of digital tools and resources. They must also engage in local and global learning communities to explore creative applications of technology to improve student learning. 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 take issues of access into account; provide support structures and opportunities equal with the needs and abilities of the learners. They monitor and evaluate the progress of learners in using ICT effectively; plan learning to identify ways of using, managing and assessing ICT. 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; 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.  

Transcript

  • 1. National imperative to include educationaltechnologiesinto teacher training and professionaldevelopment.
  • 2. 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
  • 3. Information can be…. Recorded as signs or transmitted as signals Stored and circulated Regarded as comments, opinions, facts Expressed through words, images, soundDifference betweeninformation & knowledgeKnowledge society agenda
  • 4. 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
  • 5. 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 manipulatedInformation society vs. knowledge society
  • 6. Knowledge society: is a human society in whichknowledge should bring justice, solidarity, democracyand peace. In this society knowledge is a force for changingsociety. Knowledge is created and its value is captured. property is intellectual property is important. Consist of lifelong learners.continued
  • 7. When knowledge society is built through integratinginformation communication technology, Quality of education for all will expand, There will be an increment on community access to informationand communication technology, Thereafter the knowledge society must learn to know information communication technology and how to accessknowledge. Learn to do new capacities and to do anything throughinformation communication technology. Thus creating a newcommunication system, therefore becoming an e-citizen; thisshows personal developments in individuals and the society asa whole.continued
  • 8.  Every edge is vital. Collective intelligence is important. Collaborative work for networks of knowledge. The edges and links help with collaboration andacquisition of knowledge. The communication system is used to acquireknowledge.Networked society
  • 9. Being a teacher in the Knowledge Society: New specific competencies were the teacher has to dealwith new knowledge that is being constructed on dailybasis, 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, theagents of change. Trained to meet certain standards so that they caneffectively use information communication technology tochange the process of learning and teaching.continued
  • 10.  Technologies are central to the changes that aretaking place throughout the whole world. Technologies have a major effect in our schools andclassrooms. They dramatically have changed the learning andteaching process.Pervasiveness of technology
  • 11.  Information and communication technologies(ICTs) represent the, convergence of information technology andcommunication technology. ICTs are the combination of networks, hardware andsoftware means of communication, collaboration andengagement processing, management and exchange of data,information and knowledge.continued
  • 12.  The wide spread use of technology in South Africa isevident 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 ofpedagogy and technology Views ICTs as a resource for reorganising schooling, and a tool to assist schools to develop.continuede-Education
  • 13.  e-Learning is flexible learning using ICT resources, toolsand applications, focusing on; accessing information, interaction among teachers, learners, and the onlineenvironment, collaborative learning, and production of materials, resources and learningexperiences. e-Learning may involve the use of Internet, CD-ROM,software, other media and telecommunications.continuede-learning
  • 14. A blended learning program combines e-learning andtraditional learning methods. Blended learning can provide the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning.continuede-learning
  • 15.  A phrase that has goals, It has aims to ensure that every school has access to awide choice of diverse, high-quality education which willbenefit millions of learners and local communities. The goals presented will enhance lifelong learning provide unlimited opportunities for personal growth anddevelopment to all, thus Education systems have anobligation to deliver on public expectations of qualityeducation for economic growth and social development.Education for All
  • 16.  Expand and improve comprehensive early childhoodcare and education, especially for the mostvulnerable and disadvantaged children. Ensure that all children, particularly girls, those indifficult circumstances, and those belonging to ethnicminorities, have access to and complete, free, andcompulsory primary education of good quality. Ensure that the learning needs of all young peopleand adults are met through equitable access toappropriate learning and life-skills programs.ContinuedEducation for all goals
  • 17.  Achieve improvement in adult literacy, especially forwomen, and equitable access to basic and continuingeducation for all adults. Eliminate gender disparities in primary and secondaryeducation, and achieve gender equality in education, witha focus on ensuring girls full and equal access to andachievement in basic education of good quality. Improve all aspects of the quality of education and ensurethe excellence of all so that recognized and measurablelearning outcomes are achieved by all, especially inliteracy, numeracy and essential life skills.ContinuedEducation for all goals
  • 18.  The Government has agreed on certain outcomes astheir main focus of work between now and the nearfuture. Education and skills development at the centre ofthis, because one of their achievement Outcome is toimproved quality of basic education.Future national strategic objectives
  • 19. To ensure effective teaching and learning, the focus oftheir strategies are geared towards The learners, The teachers, The schools, Provincial administrations of education, District management.continued
  • 20. 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 classroomhaving a textbook teaching. Continue to demand accountability for results,particularly in chronically failing schools . Provide the right combination of incentives, supportand resources that will help accelerate the changesneeded to improve the quality of education in thoseschools.continued
  • 21. South Africa needs a education system with high quality early childhood education, Quality school education, with globally competitiveliteracy and numeracy standards, Further and higher education and training that enablespeople to fulfil their potential. An expanding higher education sector that is able tocontribute towards raising incomes, higher productivityand the shift to a more knowledge intensive economy. A wider system of innovation that will ensure thecontinuity of innovation.continued
  • 22. Vision Our vision is of a South Africa in which all our people will haveaccess to lifelong learning, education and training opportunities which will, in turn, contribute towardsimproving the quality of life and the building of a peaceful, prosperous and democratic South Africa .Mission Working together with provinces, our mission is to providerelevant and cutting edge quality education for the 21st century .Values Placing the interest of our children first.continued
  • 23. continuedQualified & competent teachersThe societies needs must be metA curriculum that cater for the societys needs
  • 24.  Teachers play a very crucial role in the education systemof South Africa and the biggest challenge that we arecurrently faced with as a country is that, the are manyteachers who are in the profession but do not possess thequalifications that is needed for the profession. That is why the government needs take initiative in orderto develop us, the teachers of the country; especially inthe field of Mathematics and Science. From the saber-tooth curriculum we learned that society needs to learnsomething that is related to the current surrounding theyare living, the curriculum must cater for their needs.continued
  • 25.  Increase adult literacy especially among women…. By offering workshops that will improve the lives ofpeople. The government has also funded (ABET) schools whereelderly people can go and try to improve their numeracyskills so that we can be a better society. Provide elderly people with proper life skills that willhelp them attain better jobs.continued
  • 26.  further education and skills development needs togive learners a clear and meaningful education as faras tertiary education and opportunities is concernedespecially for learners who have obtained low marksin the National Senior certificate. In our country we have a very high number ofdropouts and that causes distress.continued
  • 27. Teacher competency standardsrelating to ICTs and professionalaptitudeTeachers are central to the implementationCurriculum ICTs
  • 28.  Educational goals should be primary. The focus should not be on providing technical ICTskills only, but on the use of ICT to achieve learningoutcomes. Teacher development programmes should provideteachers with situated/contextualised learningexperiences. Programmes should be subject-specific and relevantto the learning areas.principles to be followed in the professionaldevelopment programmes for teachers
  • 29.  Teacher development programmes should be needs driven. Programmes should respond to the requirements of subjectssuch as Computer Application Technology, InformationTechnology, Geography, Design and Accounting. On-going support should be consistently available. This includes pedagogic support (particularly from subjectadvisers), technical support and creating communities ofpractice. Teacher development should be on-going, due to the changingnature of ICT. Programmes should reflect new technologies and applications.continued
  • 30. continued
  • 31.  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 environmentscontinued
  • 32.  Educators design, develop, and assess accuratelearning experiences and assessment uniting moderntools and resources to get the most out of contentlearning in context and to develop the knowledge,skills, and attitudes. They design relevant learning experience thatincorporate digital tools and resources to promotestudent learning and creativity.continued
  • 33.  They endlessly improve their professional training, modellifelong learning. They display leadership in their school and professionalcommunity by promoting and signifying the effective useof digital tools and resources. They also engage in local and global learningcommunities to explore creative applications oftechnology to improve student learning.continued
  • 34.  When the teacher is fully competent with the ICTstandards the teacher is able to arrange ICT resourcesefficiently in the classroom; plan and device lessons inwhich the purpose of ICT is clear. .The needs, practises and abilities of learners areconsidered and their progress is regularly monitored, andthe course of the lesson is taken into account; effectivelyintegrate ICT into learning. They monitor and evaluate the progress of the learner.continued
  • 35.  The teacher is able to use software applications to createassessment instruments; monitor, evaluate and assess theuse of ICT in teaching and learning. The teacher is able to: integrate resources found on theInternet in planning lessons; use ICT to create files anddocuments to assist in personal planning, lessonplanning, as well as classroom administration andmanagement. They apply child online safety measures and teachlearners online safety skills; carry out a needs analysis onICT infrastructure and skills requirements in their school.continued
  • 36. A good teacher needs to continually develop morepersonally and better yourself as a teacher in order togive all your learners clear, beneficial, relevant andmeaningful lesson and technology is an importantessential tool in given your learners a meaningfullesson.Conclusion
  • 37.  Education for all by 2015, (EI Analysis) Guidelines for Teacher Training and ProfessionalDevelopment in ICT.2007. UNESCO-IICBA.2012ICT-Enhanced TeacherStandard for Africa (ICTETSA) Learning for all: DFIDS Education Strategy .2010-2015. Strategic Plan 2011 -2014 Iste.nests.t (advancing digital age teaching)References
  • 38. Thank you!