The document discusses the role of teachers in a knowledge society and the importance of integrating information and communication technologies (ICT) into education. It notes that teachers will need to adapt to new ways of accessing and sharing knowledge through networking and collaboration. The development of ICT-enhanced teacher standards is seen as important to enable teachers to master technologies and improve teaching and learning. Standards should focus on technology operations, designing learning environments, and integrating technology into teaching and curriculum.

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4. • Knowledge + society =
Knowledge society
*

5. *
*It a Human society
*Its all about knowledge that would bring justice,
solidarity, democracy and peace in a society.
*Provides equitable access to information.
(UNESCO, 2012)
*Built through integration with ICT
*For knowledge society to be effective it needs to
be networked.

6. *
*Schools in the knowledge society will focus on E-learning.
*E- learning focuses on new teaching strategies, learning and
training.
*Teachers will be able to :
1. manage time and space
2.collaboration
3.interaction
*teachers will achieve one of the main aims of education
which is collective intelligence.

7. *
*Education is important in
knowledge society
*Teachers in the knowledge society
1.will enable all the children and all
people to access knowledge and
2.to benefit from being educated.

8. According to the Stellenbosch university (2005) are various area
that will be beneficial to the use of ICT in education
1.Digital solidarity: every child in the world
will have access to digital information and
communication tool.
2.Learners and life long learning: ICT key
tool in the development of life long
learning.
3.Networking : development of educational
networks is necessary in a knowledge
society

9. *
4. Teachers : In the knowledge society a
teacher has to deal with new
knowledge, new ways of accessing
knowledge, networking and dealing
with collective intelligence.
*Teachers are the key agents of
education system.
*ICT will change teaching and learning.

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• ALMOST EVERYDAY ALL THE THINGS THAT WE HAVE
TO DO THEY INVOLVES TECHNOLOGY.
• The technology we use in our daily lives include the digital
alarm clock, automatical coffee maker, electric toothbrush etc.
• IT WOULD BE IMPOSSIBLE TO LIVE IN THE 21ST
CENTURY WITH OUT TECHNOLOGY.
• Technology has changes the way educators teach and how
learners learn.
• In todays classroom the is more technology that is used such
as computers, laptops, projectors, digital video cameras etc.
• Technology has both the gains and the losses in education

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• Educator use technology in the classroom such
as laptops and projectors for their presentation
or lectures as it is effective to students that have
access to these technologies.
• So technology has become important in the 21st
century because the entire thing that we do
evolve around technology and influences
teaching and learning.

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• SOME EDUCATORS AND RESEARCERS BELIEVES
THAT TECHNOLOGY IS EFFECTIVE .
• PROVIDES BENIT CREATES A CONDUSIVE
CLASSROOM ENVIRONMENT SO EFFECTIVE
LEARNING TAKES PLACEEFITS IN DIFFERENT WAYS.
• IT ENFLUENCES HOW THE TEACHING OF THE
TEACHERS AND ALLOWS LEARNING TO BE
PROGRESSIVE AND PRODUCTIVE.
• BUT SOME PEOPLE FIND TECHNOLOGY BAD AS IT IS
1.INVASIVE
2.DESTRUCTIVE
3.LEADING US TO TOUBLE

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dudemic.com/tag/classrooms

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*Most people in the 21st century have computers
*they use these computers for internet browsing,
writing and reading e-mails
*The other uses the computers for managing digital
pictures, word processing, interaction via social
networking sites such as Facebook, twitter, Mxit,
Whatsapp.
*allow the learners and the teachers to have and
interactive learning without seeing each other
*In the classroom computers are used as books now
learners do not read from the original text book but
they now study using computers.
*Computers changes the way we live and learn.
*Technology = effective learning

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17. *
*Cell phone that can function like computers or
they are better
*It helps to interact with other students if they
can not meet for an assignment they can just do
the assignment via the social networking
platform such as twitter, Facebook or mxit.
*Teachers can communicate with the students
without necessary seeing them and discuss the
assignment or tests.
*Teaching and learning can happen both inside
and outside the classroom using the power of
technology such as internet.

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*Education is important because it is a basic
human right (DFID’s Education Strategy, 2010)
*It allow a person young or old to exercise his or
her human right.
*It allows a person to contribute towards
economic growth
*And education is vital for a person survival in
the economic society.
*Education can make a difference.

20. *
* According to The Global Monitoring Report (2008). There
are various educational goals for all that will have to be
achieved by 2015. these goals include :
1. Early childhood care and education.
2. Free compulsory primary education
3. Promote learning and life skills for adults and young
people.
4. Increase adult literacy
5. Promoting gender equality and empowering women
6. Improve quality education

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Early childhood care and education:
This programme aims to contribute to young children with
physical, mental, social and emotional development which will
eliminate disadvantages and will prepare young children for
formal schooling.
Furthermore it and improve comprehensive early childhood
care especially for the vulnerable and disadvantaged children.
Free and compulsory primary education:
Compulsory primary education should be of good quality.
Children of difficult circumstances and those who belong to
minority ethnic group will have access to and complete free
primary education of good quality (DFID Education Strategy ,
2010).

22. Promote learning and life skills for adults and young people :
For this goal to be achieved learning for both the young and adult
need to be met through equitable access to appropriate learning
and life skills programmes.
Increase adult literacy by 50%:
*To achieve 50% improvement in the level of adult literacy is
important especially for women, it will enable adults to equitable
access to basic and continuing education for adults.
*

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Promoting gender equality and empowering women.
 promote gender equality the first thing that needs to be done is to
eliminate gender differences both in the primary and secondary
education.
 DFID’s Education Strategy (2010). eliminating gender differences will
allow gender equality in education with a focus on ensuring girls full
and equal access to achieve in basic education of good quality.
Improve quality education.
 An improvement in the quality of education will benefit all societies
and individuals.
 The improvement of the quality education will ensure excellence of
all that is recognized and measurable learning outcomes which will
be achieve by all in literacy, numeracy, and life skills.

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Education, innovation and training are central to South Africa’s
long-term development in which they are the core elements in
eliminating poverty
National education and training vision
• Children should be able to benefit and access quality
education but this require childhood development and
support the development of young children but these
programmes need not to be rigid but flexible.
• Schools should provide learners with education of quality.
• education system that provides opportunities for social
mobility, equity, social justice and democracy

26. To achieve the national education and training vision the focus must be on the following :
1. Early childhood development
2. Schooling
3. Further education and training and skills development
4. Higher education

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1.Early childhood development
 Children can be able to reach their full potential early development is crucial.
 Children should be carefully nurtured for them to grow up healthy, well-
nourished and physically fit.
 Should these objective be achieved it will make it possible for these children to
grow up in a stimulating environment that supports learning and where they
are not hold back by gender, (Biesterker L & Motala S, 2011).
2. Schooling
• Tailor N (2011). The curriculum should be tailored to suit South African society
and educational institution needs to be supported by policies that are
responsive to community needs.
• the schooling system will be characterised by learners and teachers that are
highly motivated, principals that are effective managers who provide
curriculum leadership
• Schools will be accountable to parents, they will have committed and
professional teachers that have good knowledge of the subject they teach,
learning material will readily available and high speed broadband will be
available to support learning

28. *
3.Further education and training and skills development
According Further education and Training Development (2011) .
• The further education and training and skills development should system will be clear and
meaningful for young and for adults who wish to develop their skills.
• Curricular needs to be designed to respond to specific learning of different groups in order
for them to develop their life opportunities.
• SETAs should play a more effective role in the production of skills that are require to meet
immediate need of employers.
4. Higher education
• By 2030 each university should have a vision that contributes towards knowledge
production and national development.
• Universities should have an environment that is welcoming e and supportive for blacks
and female students and researchers and they should make more than 50% of researching
and teaching staff.
• The national plan for higher education includes innovation and development of
knowledge and this plan should be funded and it will serve the long term needs of the
nation in terms of human needs and knowledge production.

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• The department of education should provide teachers with
necessary knowledge, skills and support if teachers are to integrate
ICT in their teaching practices
• The department of education should develop a national framework
for teacher’s competency and also the use of ICT as a tool for
learning teaching and learning which has to be integrated into the
pre-service and in-service training.
• It will help teachers to understand and to use ICT.
• The standard for professional competency in ICT is entry, adoption,
adaptation, appropriation and innovation.

32. *
• The department of education will collaborate with SETAs in
order to access the skills levy for in-service ICT training
programmes.
• Furthermore the department of education will have to provide
incentives which will encourage the teachers to integrate
technology in their daily activities.
• The department will introduce ICTs in practice awards which
will be an integral strategy to motivate teachers and schools to
integrate ICTs in their daily functions.
• The aim of the award is to celebrate the excellence in creative
use of ICTs by teachers and learners and this will allow the
department of education to share good practices wider
teaching communities.

33. *
• The department of education will collaborate
with higher learning institutions to design and
deliver in-service and preserve teacher’s
programmes for teachers.
• The department of education will include the
ICT integration competencies for teachers in
accredited pre-service teachers training
programme delivered by higher education
institutions.

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THE DEVELOPMENT Of ICT-ENHANCED TEACHERS STANDARDS
• The IICBA puts the development of ICT in the teacher training.
• Plan to work in enabling teachers to master ICT to improve learning and
teaching.
• For education to occur in the21st century the is a need for teacher education
programmes to work toward high standard in terms of the pedagogical
integration of ICT, (UNESCO & IICBA, 2012 ).
According to UNESCO and IICBA (2012). IICBA need:
To use collective and participatory method in developing and promoting ICT
in educational standard, 2. And to introduce ICT in educational courses for
teachers.

36. *
The are several standards that needs to be met to be applied in all components
of teacher education programmes (Cheprup and Sydney, 2002). These
standards included:
1. Standard 1: technology operations
2. Standard 2 : planning designing learning environment
3. Standard 3: teaching learning and curriculum
Teacher educators use current and model technologies in various kinds of
ways, such as multimedia presentation, digital video camera, smart boards etc.
pre-service teachers are required to use the same technologies and it is also
expected that they going to be able to use these technologies in their student
teaching placements.

37. *

38. *This will enable teachers to be aware of ICT and support performance, learn
how to use ICT and enhance traditional teaching.
*ICT need to be integrated with pedagogy for it to be effective and it consists
of 4 stages which are (UNESCO:2012) :
*Emerging stage
*Applying stage
*Infusing stage
*The transformation stage

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planning commission.
Biesterker, L. & Motala, S. (2011). Enhancing outcomes for children 0-5 through Early Childhood Development as a core Component of the
National Development Plan. Input prepared for the National Planning Commission.
Department of international development (2010). Learning for all: DIFD’ Education strategy 2010-2015. London: Department for
International Development.
Department of Education. (2004). White paper on E-Education. Government Gazette. (No. 26734).
Engida, T. (2012). ICT-enhanced Teacher Standards for Africa. Addis Ababa : UNESCO-IICBA.
EFA Global Monitoring Report (2008). Education for all by 2015. Brussells: Education International
National Planning Commission (2011). National Development Plan: Education and training vision by 2030 . Pretoria: Department
within the presidency of Republic of South Africa.
Tailor, N. (2011). A five year plan for South African schooling. A report commissioned by the National Planning Commission.
UNESCO (2011). UNESCO ICT Competency for teachers. Paris: UNESCO.
Prof Cornu, B. (n.d.). Being a Teacher in the Knowledge society. France: INRP, CEND-EIFAD.
Van der Berg, S., Tailor, S., Gustaffson, M., Spaull, N. & Armstrong, P. (2011). Improving quality education in South Africa. A report
prepared for the National Planning Commission.