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  • Knowledge society agenda is a society in which information can be exchanged, in which knowledge should bring justice, solidarity, democracy and peace, a society in which knowledge can be a force of changing society.The emergence of the knowledge society, building on the pervasive influence of modern information and communication technologies, is bringing about a fundamental reshaping of the global economy. Its significance goes well beyond the hyping of the Internet. What is underway is a transformation of our economy and society.Focus on improving the quality of education system and ensuring that young people are equipped with right skills that make them employable now and the future. A knowledge society creates, share and uses the knowledge for the prosperity and well-being of its people Lov and Brits (2007)
  • Knowledge society agenda is a society in which information can be exchanged, in which knowledge should bring justice, solidarity, democracy and peace, a society in which knowledge can be a force of changing society.The emergence of the knowledge society, building on the pervasive influence of modern information and communication technologies, is bringing about a fundamental reshaping of the global economy. Its significance goes well beyond the hyping of the Internet. What is underway is a transformation of our economy and society.Focus on improving the quality of education system and ensuring that young people are equipped with right skills that make them employable now and the future. A knowledge society creates, share and uses the knowledge for the prosperity and well-being of its people Lov and Brits (2007)
  • ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. For example, personal computers, digital television, email, smart-phones Intégration of ICT in order to build the Knowledge Society:Learning to know : ICT and Knowledge, accessing KnowledgeLearning to do : New capacities, do through ICTLearning to live together :New communication, the « e-citizen »Learning to be : in the knowledge society; personaldevelopmentICT change knowledge itself:Each discipline, its concepts, processes, methods, resourcesavailable…  The Knowledge Society needs new kinds of Knowledge, thatcannotreduce to traditional disciplines
  • As technology continues to transform our society, those responsible for our current systems of learning and education are facing overwhelming pressure to adapt. Education technology, connected learning and the rise of the Networked Society is transforming the established concept of learning, teachers’ roles and even the nature of knowledge itself Network Society describes several different phenomena related to the social, political, economic and cultural changes caused by the spread of networked, digital information and communications technologies Education needs networks of knowledge The links (the edges): contribute to the elaboration and acquisition of Knowledge Education in a networked society.Take into account: new knowledge access to knowledge communication in a network new teaching, new learning new tools, new resources, new pedagogies new space and time new teaching profession
  • Collective intelligence is a theory that describes a type of shared or group intelligence that emerges from the collaboration and competition of many individuals and appears in consensus decision making in bacteria, animals, and computer networksInternet is mainly a tool, the more recent we found for perfecting our intelligence through cooperation and exchange… The true revolution of Internet is not at all a revolution of machines, but of communication between human beings… Internet enhances our capacity for collective learning and intelligence… Each community realises that it is one of the dimensions of the production of human sense… Internet forces us to experiment new ways of being together… The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000)An aim for education: build a collective intelligence; a role for Teachers.  The (open) classroom is the first place where collective intelligence can be built and used. Develop collective intelligence of pupils Develop the capacity for collaborative work Use collaborative work
  • The Networked Society has given rise to completely new technologies entering schools, changing the way students learn. More and more people are realizing that the successful integration of ICT into teaching can add value to children’s education and thereby also improve students’ future prospectsfrom "CAL" to distance-learningmthen e-Learning• not only technology, but a new conception of teaching, training, learning• Managing differently time and space• Internet and virtuality• individualisation and collaboration• Interactivity: interactive content interactive tutoring
  • These new "teachers" think, act and perform their multiple roles of guides, facilitators and learning advisers with a spirit and attitude that is radically different from the one that is typical of the traditional, classic educator
  • Get up. Turn off the digital alarm clock. Hit the switch on the automatic coffee maker. Turn on the morning news. Shower, then use an electric toothbrush. Take coffee on drive to work in a new car with a U2 CD in the CD player. Stop by to get money from an ATM. Work all day on computer, while listening to iPod (except when the phone rings or the fax machine indicates an incoming fax). Stop by store on the way home to rent a video and to pay for groceries with a debit card. Relax with a movie, TV dinner, and microwave popcorn. Call Mom on the cell phone before bed. If you think about what you do every day that involves technology, the list is both amazing and worrisome. Much of what we do in some way involves technology that we do not much notice and likely do not understand. Some educators and researchers believe that the efficiencies that technology provides us benefit us in all kinds of ways, while other people are concerned that technology is becoming ever-more like “Big Brother.” These people feel that technology’s invasive, destructive, and desocializing nature is leading us to trouble. Stories to support the arguments of both sides are easy to find. Surely it is important to consider both the gains and losses from any kind of use of technology.  For example, when people make the decision to go to the video store in their cars rather than by bike, they get convenience and speed but they are trading away exercise and fresh air. The same idea of gains and losses holds for using educational technology. When students read from the screen instead of from a hard copy of a book, what are the gains and losses? What about when they take classes online instead of face to face? Or when they use Internet resources instead of those from the library? If technology users carefully consider both the advantages and shortcomings of technology use, they are more likely to maximize the gains and minimize the losses.
  • Pervasive technology is the result of computer technology advancing at exponential speeds -- a trend toward all man-made and some natural products having hardware and software, technology and connectivity as computing devices become progressively smaller and more powerful, is the idea that almost any device, from clothing to tools to appliances to cars to homes to the human body to your coffee mug, can be imbedded with chips to connect the device to an infinite network of other devices.
  • The use of internet in education has had a positive impact on the students, educators, as well as the educational system as a whole.The Internet itself has unlocked a world of opportunity for students. Information and ideas that were previously out of reach are a click away. Students of all ages can connect, share, and learn on a global scale.Success at difficult technological tasks, as well as social networking such as Facebook can also lead to improved self-esteem.Many students have different types of learning styles and using different types of technology is a great way to help all kinds of learners. Providing remedial instruction for low-achieving students, Providing enrichment activities for students who successfully complete the regular lesson before students who require more time to learn.Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.[6]Using technology in the classroom can allow teachers' to effectively organize and present lessons. Multimedia presentations can make the material more meaningful and engaging."“Technology’s impact in schools has been significant, advancing how students learn, how teachers teach and how efficiently and effectively educational services can be delivered,” said Carolyn April, director, industry analysis, CompTIA.” With emerging technologies such as tablets and netbooks, interactive whiteboards and wireless solutions gaining ground in the classroom, the reliance on IT by the education market will only grow in the years ahead.”[1]Using online resources such as Khan Academy or TED Talks can help students spend more time on specific aspects of what they may be learning in school, but at home. These online resources have added the opportunity to take learning outside of the classroom and into any atmosphere that has an internet connection. These online lessons allow for students who do not fit the learning styles that our educational system caters to use other resources to help them understand the things they are learning better. These tutorials can focus on small concepts of large ideas taught in class, or the other way around. Schools like MIT have even made their course materials free online so that anybody can access them. Although there are still some aspects of a classroom setting that are missed by using these resources, they are still helpful tools to buffer an already existing educational syste
  • negative aspects.When resources are limited it can be a disadvantage to students. Access to computers, video cameras, whiteboards may be limited, therefore the needs of the entire class may not be met. Also, having computer labs instead of classroom computers may be an inconvenience as teachers have assigned computer times.Many students who are at high risk for school failure have the potential to learn; but their academic achievement in the core areas of reading, mathematics and writing falls far short of their potential. There is growing evidence that the academic difficulties experienced by these students is cumulative in nature, and the gap between achievement and potential grows from childhood into adolescence. These young adults tend to drop out of school more frequently than do students without these difficulties, and they experience higher levels of unemployment and underemployment. As a group, they face a significant risk for lifelong problems"Students have always faced distractions and time-wasters. But computers and cellphones, and the constant stream of stimuli they offer, pose a profound new challenge to focusing and learning. Researchers say the lure of these technologies, while it affects adults too, is particularly powerful for young people. The risk, they say, is that developing brains can become more easily habituated than adult brains to constantly switching tasks — and less able to sustain attention."
  • The international communities set a global challenge with the potential to transform the lives of millions of children, youth and adults around the world. EI also believesthat the provision of early childhood education is, primarily, aneducation function. Therefore, ministries of education should bethe lead agencies responsible for ECE programmes in any country.However, other government agencies, such as ministries of health,social welfare and agriculture also ought to take an active part.This would ensure children’s wellbeing through the provision ofhealth care such as immunization, nutrition and other complementaryservices
  • It must be acknowledged that significant measurable progresshas been accomplished in many aspects, such as increased enrolmentand expansion of free primary education. However, EI isconcerned that the goal of achieving gender parity by 2005 wasnot met. Nor have the financing commitments met the needs:indeed the aid funds for adequate basic education actuallydiminished in 2005. Finally, the issue of quality education foreveryone has not been addressed.Speaking of quality, the Global Monitoring Report 2008 andnumerous other studies and papers confirm that the practice ofteacher recruitment, their working conditions, their appropriateremuneration, as well as the quality of their initial and continuouseducation are crucial factors if quality learning is to becomea reality for all. The systematic and growing practice of engagingunqualified and underpaid contract teachers who lack initialor adequate teacher education and career prospects, is a majorcontributing factor to the degradation of quality of education
  • First, learning outcomes should be monitored. In spite of theweaknesses of comparative tests of achievement, these arewidely used as a proxy of what and how much students actuallylearn in school. At international level, the main assessments(PIRLS 2001, PISA 2003 and PISA 2006) show low learning outcomesin much of the world, especially in developing countries.Inequalities are found between and within countries. While inthe developed world learning disparities seem to be attributableto the socio-economic background of pupils and theirimmigrant status, in developing countries strong disparitiesfavour urban over rural schools. Effective strategies to assessknowledge and skills and demonstrate measurable learningoutcomes are needed.
  • Second, learning environments must be improved. Access tolearning resources, first and foremost textbooks, is a key factor. Thepupil/textbook ratio is a significant measure of education quality.The Southern and Eastern Africa Consortium for Monitoring EducationalQuality (SACMEQ) survey found that over half the Grade 6 pupils in many African countries reported learning inclassrooms that did not have a single book.3Retention and learning are also hampered when pupils attendschool in dilapidated or overcrowded buildings, in noisy or unsafeenvironments, or, especially, in classrooms that are inadequatelysupplied or poorly lit and ventilated. In the SACMEQ countries,47% of school buildings were reported to need major repairs orcomplete rebuilding; only 13% were listed in ‘good’ condition.4Access to technology is another critical aspect; while it remains inaccessibleto most children in the countries that are struggling themost to achieve the EFA goals, in the developed world the recentexpansion of ICT has facilitated the increased application of variousmodels of distance education and pedagogical innovations. In2004 India launched EDUSAT, the world’s first dedicated educationsatellite, devoted exclusively to beaming distance learning courses
  • Finally, attracting more and better teachers is paramount. Theteacher shortage is a major problem, particularly in the developingworld, where pupil/trained teacher ratios (PTR) can reach 40:1 ormore (the average for North America and Western Europe is 15:1). Inthe developing world this shortage is exacerbated by an even moreacute shortage of adequately trained teachers. Exceedingly high PTRs(above 100:1) were found in Afghanistan, Chad, Madagascar, Mozambiqueand Nepal, and high ones (above 40:1) in Sub-Saharan Africa.
  • conclusion The main conclusion of the Global Monitoring Report 2008 isthat halfway to the deadline for achievement of six EFA goals, theprogress remains insufficient. There are improvements in someaspects and in some regions or countries, but there are also remarkableand serious failures and underachievement in others. Evenmore, the Report clearly demonstrates backsliding, for example,in external aid, and dead-ends of some policies, like employmentof non-formal contract teachers. Significantly, even where progresshas been made, it does not necessarily benefit all, but rather isresulting in wider differences between regions, countries, groups ofsociety and individuals.
  • The training and development of professional teachers who are able to use educational technologies is important because the teachers are the key agents in transforming the education system and accelerating the strategic plan by the Department of Basic Education to improve the quality of education. The Department has set programs that will help measure and evaluate the national strategic plan: Programme 1: Administration the purpose is to manage the Department and provide strategic and administrative support services and to improve the capacity of the Department of Education. Programme 2: Curriculum Policy, Support and Monitoring the purpose is to develop curriculum and assessment policies and monitor and support their implementation. This programme is key in improving teacher capacity and practices, increasing access to high quality learning materials, and improving the quality of early childhood development. Programme 3: Teachers, Education Human Resources and Institutional Development to promote quality teaching and institutional performance through the effective supply, development and utilization of human resources. A key programme for improving teacher capacity and practices, and strengthening school management and promote functional schools. Programme 4: Planning, Information and Assessment the purpose is to promote quality and effective service delivery in the basic education system through monitoring and evaluation, planning and assessment. This programme is key in establishing a quality system of standardized and benchmarked learner assessments. Programme 5: Educational Enrichment Services the purpose for this programme is to develop policies and programmes to improve the quality of learning in schools. This is crucial in strengthening school management and promoting functional schools and also strengthening partnerships with all stakeholders, resulting in education becoming a societal priority.
  • Early childhood development Many south African children grow up lacking food and nutrition, which does not provide a good plat for cognitive development and full participation in society. Nowhere is this more evident that in south Africa’s poor schooling outcomes and low skills base.Schooling Despite many positive changes since 1994 the legacy of law-quality education in historical parts of school system persists. This seriously hampers the education system’s ability to provide a way out of poverty for poor childrenFurther education, training and skills development There are not enough public institutions providing learning opportunities in this sector, despite the millions of young people who are eager to learn.Higher educationHigher education faces major challenges such as low participation rates, high attribution rates a curriculum that does not speak to society and it’s needs
  • Early childhood development In 2012, the National Curriculum Framework for children from birth to four years of age, as well as Guidelines for Developing Learning Programmes, was finalised.There are now 19 261 registered early childhood development (ECD) centres with just under 845 000 children receiving ECD and partial care services.A total of 767 865 learners were enrolled in Grade R and 900 000 Grade R workbooks were provided by the Department of Basic EducationSchoolsDespite some challenges in 2012, there were many highlights: Over 11 million learners and 24 000 schools benefitted from workbooks and textbooks provided at the beginning of the 2012 academic year. The Department of Basic Education has been monitoring the delivery of educational material to schools since September 2012 to ensure a smoother 2013 school year. The Integrated School Health Programme made comprehensive in-school health services available to 290 602 learners by September 2012, exceeding its target of 250 000 learners for the year. The national pass rate for the matric class of 2012 was 73,9%. This was an increase of 3,7% from 2011 (70,2%) and an increase of 13,3% since 2009 (60,6%).Further education and training (FET)R200 million was provided to the National Student Financial Aid Scheme for loans to students who have completed their studies, but have not received their certificates or graduated owing to outstanding debt. Bursaries to students increased from R100 million in 2007 to R1,7 billion in 2012More qualified teachersIn 2011, 10 370 newly qualified teachers graduated from public universities. This represents an increase of 74,5% since 2008. By 2014, over 14 000 new teachers are expected to be trained
  • Information and communication technologies (ICT) offer schools opportunities to improve their student learning outcomes; when ICT are used in classrooms, students are provided with opportunities to develop the skills and attributes that prepare them for an increasingly ICT-mediated, globalised world. These skills and attributes include accessing information, communicating, building knowledge, representing ideas, problem solving, creating and developing ideas and products, collaborating, and learning how to learn. In these ICT-mediated classrooms, the role of the teacher is pivotal in designing and implementing effective teaching and learning activities that engage students in the development of such skills and attributes (Lim & Chai, 2008). Therefore, teachers have to be equipped with the necessary ICT in education competencies from their pre-service teacher education days onwards.
  • Based on these premises the UNESCO International Institute for Capacity Building in Africa (IICBA)conceptualized a project in 2008 on the development of ICT-enhanced teacher standards for Africa(ICTeTSA) and conducted three workshops in 2009 and 2010 at regional economic communities(RECs) level towards that end. ICTeTSA aims at providing a framework for a teacher’s career andclarify what progression looks like. It defines the characteristics of teachers at each career stage.Specifically it provides ICT-enhanced standards for the emerging stage, applying stage, infusingstage, and transforming stage. It also provides clarity of the expectations at each career stage.The standards refer to a teacher’s professional knowledge, skills and attitudes.
  • UNESCO's Framework emphasizes that it is not enough for teachers to have ICT skills and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problem-solving, creative learners through using ICT so they will be effective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher's work:Understanding ICT in educationCurriculum and assessmentPedagogyICTOrganisation and administrationTeacher professional learningThe Framework is arranged in three different approaches to teaching (three successive stages of a teacher's development). The first is Technology Literacy, enabling students to use ICT in order to learn more efficiently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfilling and prosperous societies.
  • 1. ENGAGE IN INSTRUCTIONAL DESIGN PROCESSESInstructional design (ID) is conceptualized as the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction/teaching.2. FACILITATE AND INSPIRE STUDENT LEARNING, INNOVATION AND CREATIVITYThis is true of educational institutions in Africa as well. Teachers need to develop the competencies to facilitate and inspire student learning that lead to innovation and creativity. To achieve this, in linewith European Communities (2008) recommendation, pre-and in-service teacher education shoulddisseminate insights and best practices with new innovative approaches, encouraging teachers toexperiment with digital and media technologies and to reflect on the learning impacts of their ownteaching practices. Establishing and participating in teacher networks and following innovative practicedevelopment of the field should become part of teacher training.3. CREATE AND MANAGE EFFECTIVE LEARNING ENVIRONMENTSTeachers are expected to create learning environments for students that are supposed to beoptimal for learning. Although various learning theories and educational philosophies proposedifferent learning environments, learner-centered ones advocate for an environment that stimulateactive knowledge construction and the acquisition of problem-solving skills.4. ENGAGE IN ASSESSMENT AND COMMUNICATION OF STUDENT LEARNINGAssessment/evaluation and communication of student achievement and growth are essentialparts of the teaching and learning process. Teachers should establish and clearly communicatelearning goals for all students. Each part of the teaching and learning process should be a positive experience for students and promote personal growth. During the assessment and communication processes teachers need to collect information about student performance from a variety of sources and involve all students in assessing their own learning. They also need to exchange information about student learning with students, families and support personnel in ways that improve understanding and encourage further academic progress. Such practices should be carried out in such a way that they support continuous learning and development. The use technology supports and facilitates the assessment and communication processes.5. ENGAGE IN PROFESSIONAL DEVELOPMENT AND MODEL ETHICALRESPONSIBILITIESTeachers’ professional development (TPD) is understood here as “the body of systematic activities to prepare teachers for their job, including initial training, induction courses, in-service training, and continuous professional development within school settings” (EU, 2010, p.19).6. UNDERSTAND SUBJECT MATTER FOR USE IN TEACHINGIt is obvious that a teacher must first comprehend the material to be taught, that is, grasp the relevant content knowledge (CK). But a teacher’s knowledge of subject matter should go beyond comprehension of the material to be taught—s/he must understand the subject matter for teaching purposes.  
  • The UNESCO ICT Competency Framework for Teachers (ICT-CFT) is intended to inform educational policy makers, teacher-educators, providers of professional learning and working teachers on the role of ICT in educational reform, as well as to assist Member States in developing national ICT competency standards for teachers with an ICT in Education Master Plan approach.These goals are the focus of a country's education system. Teachers need to be equipped to achieve these goals, and UNESCO has created an international benchmark which sets out the skills required to teach effectively with ICT: UNESCO's ICT Competency Framework for Teachers.Modern societies are increasingly based on information and knowledge. So they need to: build workforces which have ICT skills to handle information and are reflective, creative and adept at problem-solving in order to generate knowledgeenable citizens to be knowledgeable and resourceful so they are able to manage their own lives effectively, and are able to lead full and satisfying livesencourage all citizens to participate fully in society and influence the decisions which affect their livesfoster cross-cultural understanding and the peaceful resolution of conflict.
  • Knowledge socie

    1. 1.  These presentation willcover the following issues: Knowledge society Pervasiveness oftechnology Education for All goals Present future nationalstrategic objectives National and internationalteacher competency conclusion
    2. 2. What is knowledge society• Is a society in which information can beexchanged in forms of words, images andsound…• A society in which knowledge can be a force ofchanging society.• Is building of the modern information andcommunication technologies
    3. 3. Knowledge society• Ensures that young people are equipped withright skills…• it bring justice, solidarity, democracy andpeace• A knowledge society creates, share and usesthe knowledge for the prosperity and well-being of its people. Lov and Brits, (2007).
    4. 4. Intégration of ICT inorder to build theKnowledge Society byusing:Personalcomputers, DigitaltelevisionEmailSmart-phones to learn
    5. 5. NETWORKEDSOCIETYEducation technology, connected learning and the rise of the Networked SocietyEducation needs networks of knowledge take in into account the following:new knowledgeAccess to knowledgecommunication in a networknew teaching, new Learningnew tools, new resources, new pedagogiesnew space and timenew teaching profession
    6. 6. Is a type of shared or groupintelligence that emerges from thecollaboration and competition ofmany individuals.Aims to:The (open) classroom is the first placewhere collective intelligence can bebuilt and used.Develop collective intelligence ofpupilsDevelop the capacity forcollaborative workUse collaborative work
    7. 7. The school in theKnowledge SocietyFuture schools: a new conception ofteachingtraining, learning. Managingdifferently time andspace. Internet andvirtuality individualisation andcollaborationInteractivity: contentinteractive andtutoring
    8. 8. Being a Teacher in the Knowledge Society
    9. 9. Pervasiveness of technology
    10. 10. Technology in education -positiveeffects• Unlocked opportunity forstudents• help all kinds of learners• allow teachers toeffectively organize andpresent lessons• Enhance learning• Save time• take learning outside of theclassroom
    11. 11. Technology in education –negativeeffects• Limited resources canbe a disadvantage tostudents• Distractive to student• Waste time
    12. 12. Education for all
    13. 13. Six educational goals for all1. Expand early childhood care and education2. Provide free and compulsory primaryEducation to all3. Promote learning and life skills for youngPeople and adults4. Increase adult literacy by 50 %5. Achieve gender parity by 2005, genderEquality by 20156. Improve the quality of education
    14. 14. Analysis of progress report• Bado issue of quality educationfor everyone has notbeen addressedo adequate teachereducation and careerprospectso the financingcommitments not metthe needs• Good increased enrolmentand expansion of freeprimary education the goal of achievinggender parity by 2005was not met
    15. 15. • The Report identifies three main challenges inrelation to quality of education:• First – monitoring of the learning outcomes.Monitoring of the learning outcomesLow learning outcomes in developingcountriesEffective strategies to assess knowledge andskills
    16. 16. • Second- improvement of environmentAccess to learning resources ( lowpupil/textbooks ratio)Overcrowded or dilapidated, noisy and unsafeclassroomAccess to technology
    17. 17. • Finally- attracting more and better teachersShortage of teachersWhere pupil/trained teacher ratios (PTR) canreach 40:1
    18. 18. • Slow progress– half way to achieve the sixeducation for all goals.• Improvement in some aspects and serious failuresand underachievement in others.• Programme does not necessarily benefit all people.
    21. 21. • Early childhood development• Schools• Further education and training• More qualified teachers• Higher education• Improve education syestem
    22. 22. 1. Early childhood development - children grow uplacking food and nutrition2. Schooling - the legacy of law-quality education3. Further education, training and skills development- not enough public institutions providing learningopportunities4. Higher education - low participation rates
    23. 23. Update on progress andachievements for 2012/13• Early childhood development - There are now 19 261registered early childhood development (ECD) centres withjust under 845 000 children receiving ECD and partial careservices.• Schools - Over 11 million learners and 24 000 schoolsbenefitted from workbooks and textbooks provided at thebeginning of the 2012 academic year.• Further education and training -R200 million was provided tothe National Student Financial Aid Scheme for loans tostudents who have completed their studies• More qualified teachers -In 2011, 10 370 newly qualifiedteachers graduated from public universities. This representsan increase of 74,5% since 2008. By 2014, over 14 000 newteachers are expected to be trained
    24. 24. • Government will empower principals tomanage their schools and they will be heldaccountable for maintaining a high standard ofeducation in schools. All principals and deputyprincipals will enter into performancecontracts in the future with clear performancetargets. This will help to strengthenaccountability in and district support forschools.
    25. 25. National and International initiativesregarding continuous professionaldevelopment of teachers.
    26. 26. • Emphasize that teachers need to help student tobecome:o Collaboration, problem solving and creative usage ofICT• It addresses aspects such as :• Understanding ICT in education• Curriculum and assessment• Pedagogy• ICT• Organisation and administration• Teacher professional learning
    27. 27. six interrelated broad standards ofteachers
    28. 28. ICT Competency for teachersintended to: